Teacher and school determinants of perceived classroom discipline : a multilevel analysis of TALIS 2013

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dc.contributor.authorLopes, João A.
dc.contributor.authorOliveira, Célia
dc.contributor.institutionHEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
dc.date.issued2022-04
dc.descriptionPublisher Copyright: © 2021, The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature.
dc.description.abstractClassroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a multilevel analysis of teachers' perceived classroom discipline (PCD) in Portugal, using data from the TALIS 2013. Portuguese teachers perceived slightly more classroom discipline problems than the mean of OECD countries, with classroom variables explaining PCD much better than school-related variables. The percentage of low achievers in the classroom, teacher's self-efficacy, and teacher's need for training in classroom management were the best predictors of PCD. Still, student-related factors (e.g., low achievement) were better predictors of PCD than teacher-related factors (e.g., teacher experience or teacher gender).en
dc.identifier.citationLopes, J A & Oliveira, C 2022, 'Teacher and school determinants of perceived classroom discipline : a multilevel analysis of TALIS 2013', Learning Environments Research, vol. 25, no. 1, pp. 41-58. https://doi.org/10.1007/s10984-021-09348-z
dc.identifier.doihttps://doi.org/10.1007/s10984-021-09348-z
dc.identifier.issn1387-1579
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85099829820&partnerID=8YFLogxK
dc.language.isoeng
dc.peerreviewedyes
dc.publisherSpringer Netherlands
dc.relation.ispartofLearning Environments Research
dc.rightsclosedAccess
dc.subjectEDUCAÇÃO
dc.subjectDISCIPLINA
dc.subjectESCOLAS
dc.subjectRENDIMENTO ESCOLAR
dc.subjectAUTO-EFICÁCIA
dc.subjectMODELOS MULTINIVEL
dc.subjectEDUCATION
dc.subjectDISCIPLINE
dc.subjectSCHOOLS
dc.subjectACADEMIC ACHIEVEMENT
dc.subjectSELF EFFICACY
dc.subjectMULTILEVEL MODELS
dc.titleTeacher and school determinants of perceived classroom discipline : a multilevel analysis of TALIS 2013en
dc.typearticle

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