Teacher Attributions, Seriousness of Misbehaviour and Teacher Intervention Strategies: Testing for Statistical Relationships

Abstract

Given the attribution-efficacy links with seriousness of misbehaviour and teacher intervention strategies established in literature, it could be hypothesised that teacher attributions could influence seriousness of misbehaviour and teacher intervention strategies. This prompted the researcher to test for relationships between teacher attribution and the seriousness of student misbehaviour and teacher intervention strategies and seriousness of student misbehaviour.  The results indicated that teacher intervention strategies have a strong relationship with seriousness of misbehaviour. This was found after the two variables (teacher intervention strategies and seriousness of misbehaviour) gave a correlation (r) result of r = .920**, n=140, p=.000**, 2-tailed) which is less than p-value of .05. The results again showed that there is strong relationship between teacher attribution and seriousness of misbehaviour). This was palpable and evident after the two variables (teacher attributions and seriousness of misbehaviour) produced a correlation (r) result of r= .790**, n=140, p =.003**, p<0.05, 2-tailed) which is less than p-value of .05. It was therefore recommended that proactive measures should be put in place to improve teachers’ intervention strategies and reduce students’ misbehaviour.

Keywords: Teacher, Attributions, Seriousness, Misbehaviour, Teacher, Intervention, Strategies

DOI: 10.7176/JEP/12-11-05

Publication date: April 30^th 2021