Cover Page. The handle holds various files of this Leiden University dissertation.

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1 Cover Page The handle holds various files of this Leiden University dissertation. Author: Jong, Romi de Title: Student teachers' practical knowledge, discipline strategies, and the teacher-class relationship Issue Date:

2 Student teachers practical knowledge, discipline strategies, and the teacher-class relationship

3 ICLON, Leiden University Graduate School of Teaching This research was carried out in the context of the Dutch Interuniversity Centre for Educational Research. Title: Student teachers practical knowledge, discipline strategies, and the teacher-class relationship Titel: Praktijkkennis, disciplineringsstrategieën en de leerkracht-leerlingrelatie bij leerkrachten-in-opleiding ICLON PhD Dissertation Series Print: Mostert en van onderen! Leiden Cover design / lay-out: Heinz & Marmite Productions ISBN/EAN: , Romi de Jong All rights reserved. No parts of this thesis may be reproduced, stored in retrieval systems, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the author. ii

4 Student teachers practical knowledge, discipline strategies, and the teacher-class relationship Proefschrift Ter verkrijging van de graad van Doctor aan de Universiteit Leiden, op gezag van Rector Magnificus prof. mr. dr. C.J.J.M. Stolker, volgens besluit van het College voor Promoties te verdedigen op donderdag 11 april 2013 klokke uur door Romina Janny de Jong geboren te s Gravenhage in 1975 iii

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6 Promotiecommissie Promotores Prof. dr. N. Verloop Prof. dr. J.W.F. van Tartwijk Prof. dr. T. Wubbels Overige leden Prof. dr. W.F. Admiraal Prof. dr. J.M.G. Brekelmans (Universiteit Utrecht) Prof. dr. J.H. van Driel v

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8 Ik ben dan wel de oudste maar weet niet beter dan dat jij er altijd was vii

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10 Contents 1. General introduction RESEARCH AIM AND DESIGN THE TEACHER-CLASS RELATIONSHIP... 7 The questionnaire on interpersonal teacher behaviour DISCIPLINE STRATEGIES The discipline strategies questionnaire OUTLINE REFERENCES Teachers interpersonal expectations INTRODUCTION THEORETICAL FRAMEWORK Teacher expectations and student outcomes: expectancy research Expectations and interpersonal schemas: social cognition Teachers interpersonal expectations and behaviour: interpersonal theory RESEARCH QUESTIONS METHODOLOGY The research group Research method and procedure DATA ANALYSIS RESULTS Teachers interpersonal expectations DISCUSSION AND CONCLUSION Implications and future research REFERENCES The teacher-class relationship INTRODUCTION THEORETICAL FRAMEWORK The teacher-class relationship Personality traits Teacher self-efficacy Discipline strategies RESEARCH QUESTIONS ix

11 3.4 METHOD Participants and procedure Instruments DATA ANALYSIS RESULTS DISCUSSION Limitations REFERENCES Discipline strategies INTRODUCTION THEORETICAL FRAMEWORK Discipline strategies Self-images Anticipated student responses Pupil control orientation RESEARCH QUESTION METHOD ANALYSES RESULTS DISCUSSION REFERENCES Internship, interpersonal profilesand self-images INTRODUCTION THEORETICAL FRAMEWORK Interpersonal profiles Self-images Research questions METHOD Sample Instruments Procedure ANALYSES RESULTS Interpersonal profiles at the beginning and end of the internship x

12 Accuracy of self-images at the beginning and end of the internship Self-images: improved and declined accuracy Interpersonal profiles and the accuracy of self-images DISCUSSION Limitations REFERENCES General discussion and conclusion SUMMARY OF RESEARCH FINDINGS AND CONCLUSIONS GENERAL DISCUSSION OF THE MAIN FINDINGS IMPLICATIONS STRENGTH, LIMITATIONS AND FUTURE DIRECTIONS REFERENCES Summary Samenvatting Publications Curriculum Vitae Woord van dank Appendix: Teacher Interpersonal Schema Questionnnaire xi

13 List of figures Figure 1.1. Overview of the study... 6 Figure 1.2. Interpersonal circle, straight arrows indicating complementarity on control and circular arrows indicating complementarity on affiliation... 8 Figure 2.1. Distribution of anticipated responses in Dominant, Friendly, Submissive and Hostile groups of vignettes List of Tables Table 1.1. Interpersonal profiles with corresponding classroom environments Table 2.1. Mean anticipated responses for teachers with little, moderate and extensive experience, for Dominant, Friendly, Submissive and Hostile vignettes Table 2.2. Mean anticipated responses for male and female teachers, for Dominant, Friendly, Submissive and Hostile vignettes Table 3.1. Discipline strategies: rotated component matrix with means, standard deviations and reliabilities for each component Table 3.2. Means and standard deviations for age, personality traits, discipline strategies, self-efficacy, and the teacher-class relationship Table 3.3. Multivariate multilevel models for teacher control and affiliation Table 4.1. Factor descriptives of student teachers anticipated student responses and pupil control orientation (N=103)* Table 4.2. Correlations between discipline strategies and self-images, anticipated student responses and pupil control orientation (n=103) Table 4.3. Summary of results of the regression analysis of student teachers beliefs on sensitive discipline strategies (N =103) xii

14 Table 4.4. Summary of results of the regression analysis of studentteachers beliefs on directive discipline strategies (N =103) Table 4.5. Summary of results of the regression analysis of student teachers beliefs on aggressive discipline strategies (N =103) Table 5.1. Interpersonal profiles of student teachers at the beginning and end of the internship Table 5.2. Interpersonal profiles of student teachers at two moments in the internship Table 5.3. Student teachers self-images on control and affiliation at the beginning and end of the internship Table 5.4. Student teachers self-images on control and affiliation at the beginning and end of the internship, comparison of accuracy begin versus end of internship xiii

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