Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies

Abstract

ABSTRACTThis study investigated Indonesian primary school teachers’ causal attributions for behaviour problems and their classroom behaviour management strategies. The total sample consisted of 582 teachers from public primary schools in Surabaya, Indonesia. Teachers completed questionnaires which gathered information on demographics, teachers’ causal attribution for behaviour problems, and their likelihood to employ proactive and/or reactive behaviour management strategies in the classroom. The findings indicated that teachers mainly attribute behaviour problems to family-related factors, and they are more likely to employ proactive rather than reactive classroom behaviour management strategies. Results are discussed in terms of their implications for future research and teacher professional learning concerning classroom behaviour management.