Hart P M, Wearing A J, Conn M
Department of Psychology, University of Melbourne, Australia.
Br J Educ Psychol. 1995 Mar;65 ( Pt 1):27-48. doi: 10.1111/j.2044-8279.1995.tb01129.x.
Will an effective discipline policy improve student misbehaviour and result in a reduction of teacher stress? It is commonly believed that student misbehaviour is a major cause of teacher stress, and that the degree of student misbehaviour is reflected in student suspension rates. Moreover, it is believed that student misbehaviour can be reduced by improving a school's discipline policy through the collaborative efforts of whole school communities. As a result of growing concern about student misbehaviour and teacher stress, a Whole School Approach to Discipline and Student Welfare programme was implemented throughout the Australian state of Victoria. This paper reports on the evaluation studies that were conducted to assess the effectiveness of the programme and examine the assumptions which underpinned its implementation. Data were obtained from 4,072 primary and secondary school teachers. Although longitudinal analyses suggested that the programme was effective in reducing teacher stress, there was no mean change in student misbehaviour. Structural equation analyses showed that there was little relationship between a school's discipline policy and the perceived level of student misbehaviour. It was also found that student suspension rates were not related to student misbehaviour, but could be predicted on the basis of a school's discipline policy and the self-esteem of teachers. Two and three wave causal analyses also demonstrated the problems associated with using cross-sectional research to support major policy decisions. Overall, these studies showed that there is little point in trying to reduce teacher stress by reducing student misbehaviour. Rather, it is more appropriate to develop a supportive organisational climate that enables teachers to cope with the student misbehaviour that confronts them.
一项有效的纪律政策能否改善学生的不当行为并减轻教师的压力？人们普遍认为，学生的不当行为是教师压力的主要原因，而学生不当行为的程度体现在学生停学率上。此外，人们认为通过全校师生的共同努力改进学校的纪律政策，可以减少学生的不当行为。由于对学生不当行为和教师压力的日益关注，澳大利亚维多利亚州实施了一项全校纪律与学生福利计划。本文报告了为评估该计划的有效性并检验其实施所依据的假设而进行的评估研究。数据来自4072名中小学教师。尽管纵向分析表明该计划在减轻教师压力方面是有效的，但学生的不当行为并没有平均变化。结构方程分析表明，学校的纪律政策与学生不当行为的感知水平之间几乎没有关系。研究还发现，学生停学率与学生不当行为无关，但可以根据学校的纪律政策和教师的自尊来预测。两波和三波因果分析也证明了使用横断面研究来支持重大政策决策存在的问题。总体而言，这些研究表明，试图通过减少学生不当行为来减轻教师压力没有什么意义。相反，营造一个支持性的组织氛围，使教师能够应对他们所面临的学生不当行为更为合适。
