Managed
pupil behavior in the classroom and on school premises, and applied appropriate and effective measures in cases of misbehavior.
In the context of teaching, higher teacher self - efficacy has been linked to perseverance with challenging students and improved
pupil behavior in the classroom (Robertson and Dunsmuir 2013), whilst lower teacher self - efficacy has been associated with increased stress and lower occupational commitment (Klassen and Chiu 2011).
Not exact matches
Description of some of these same programs
in terms of observations of actual
classroom behavior is one of the objectives of this chapter; the other is to report relations between these observational measures of the intellectual growth of
pupils.