Presenter(s)

• Indira Miller, School Psychology Doctoral Student , Lehigh University
• Lia Sandilos, Associate Professor, Lehigh University

Abstract

Teachers spend substantial time on behavior management, which can reduce teaching and learning opportunities. However, few studies have examined teacher characteristics associated with time spent managing student behavior. One potentially relevant factor is teachers’ professional well-being, as lower well-being and higher stress have been associated with greater teacher–student conflict. Culturally responsive classroom management (CRCM) may also shape behavior management by centering students’ cultural backgrounds in the interpretation and management of behavior. Accordingly, teachers with greater CRCM self-efficacy may spend less time managing behavior, and CRCM self-efficacy may buffer the association between lower teacher well-being and time spent on behavior management. This study used moderated regression analyses to examine (a) whether teacher well-being and CRCM self-efficacy predicted self-reported hours spent on behavior management and (b) whether CRCM self-efficacy moderated the association between teacher well-being and hours spent on behavior management. Contrary to expectations, CRCM self-efficacy significantly and positively predicted hours spent on behavior management, such that teachers reporting greater CRCM self-efficacy reported spending more time on behavior management. Teacher well-being did not significantly predict hours spent on behavior management, and the interaction between teacher well-being and CRCM self-efficacy was not significant. These findings suggest that greater CRCM self-efficacy may be associated with increased engagement in behavior management rather than reduced time spent managing behavior. Future research should examine how teachers conceptualize and report behavior management, including whether culturally responsive practices are perceived as behavior management.