Investigating teachers’ explanations for aggressive classroom discipline strategies in China and Australia

Student misbehaviour can provoke aggressive teacher management (e.g. yelling in anger), adversely effecting students’ learning and attitudes toward school. To investigate this phenomenon, data were obtained from 75 Chinese (typically Eastern) and 192 Victorian (typically Western) secondary teachers who self-reported aggressive management. Results: 49% of Chinese and 59% of Australian teachers adopt aggressive behaviours rarely to sometimes; and, 9% of Chinese and 13% of Australian teachers sometimes or more frequently. The teachers were assessed for levels of support for Attribution, Attachment or Efficacy theory as explanations. The only significant differences were found for Attachment theory with Chinese teachers reporting significantly more support. National setting explained 29% of the variance independent of gender, levels of aggression and years of experience.     

The mentoring dilemma: guidance and/or direction?

Abstract

How effective is your mentoring programme? How does the nature of a mentoring programme influence outcomes? By looking beneath the process and practice, an examination, analysis and classification of the nature of current real‐life mentoring practice is made and a template for the identification of your own project is presented.