Teacher Experience and Cognitive Appraisals of Discipline Problems in the Classroom
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Psychology and Special Education
Date of Award
Fall 2013
Abstract
The current research aims to examine cognitive appraisals of beginning teachers and experienced teachers concerning discipline problems in the classroom. It is hypothesized that beginning teachers generate more threat appraisals and less challenge appraisals when faced with a stressful disciplinary problem. It is believed that beginning teachers' appraisals of discipline problems in the classroom contributes to high attrition rates among this demographic of teachers. Participants were selected from education courses. There were 42 participants selected with 0-5 years teaching experience and 47 participants selected with greater than 5 years of experience teaching. Participants were administered the Stress Appraisal Measure (SAM) that examines both primary and secondary appraisals. Results indicate that beginning teachers and experienced teachers do not differ in their cognitive appraisals of discipline problems in the classroom
Advisor
Jennifer Schroeder
Subject Categories
Education | Educational Psychology
Recommended Citation
Murphy, Alexandra, "Teacher Experience and Cognitive Appraisals of Discipline Problems in the Classroom" (2013). Electronic Theses & Dissertations. 497.
https://digitalcommons.tamuc.edu/etd/497
