Abstract
Substantial empirical data indicates that elementary school teachers are disturbed by student
behavior problems in a classroom. A study was conducted in order to determine which
behaviors teachers report to be most disturbing and whether there are any teachers gender
differences in an all-male Orthodox Jewish Yeshiva elementary school classroom. The
participants consisted of 149 elementary school teachers from 5 all-male Orthodox Jewish
Yeshiva elementary schools in the New York Metropolitan area. Two instruments were used,
a modified version of Algozzine’s Disturbing Behavior Checklist as well as a questionnaire
for teachers, which includes a modified version of the Elliot and Dweck questionnaire which
surveys teacher attitude and behavior interventions. Heads of schools were contacted for
agreement to distribute the surveys to the teaching staff. Analyses indicate that teachers in allmale Orthodox Jewish Yeshiva elementary school find externalizing behaviors to be most
disturbing, and female teachers were found to be more disturbed by internalizing behaviors
than male teachers. Implications of this study emphasize the importance of effective
management and early ascertainment of problem behaviors.
Karen Golda Gross, David Pelcovitz. (2012) Teachers’ Perceptions of Distress and Disturbance Regarding Students’ Behavior in an Elementary School Classroom, Journal of Elementary Education, Volume-22, Issue-2.
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