Changing teacher pupil control ideology and teacher anxiety

Abstract

This study reviews research related to pupil control ideology and examines the effects of a ten‐week inservice course dealing with child management techniques conducted with the staff (n=11) of a small elementary school. The main variables of concern were Pupil Control Ideology (PCI), Teaching Anxiety, Discipline Anxiety and Classroom Management Techniques (CMT). PCI and CMT are indicators of ideology and practices respectively on a custodial/humanistic dimension. Pre‐ and post‐test differences indicated significant movement from a custodial ideology and practices, and a significant reduction in anxiety in general teaching and in discipline situations. The study has implications for further research and inservice courses.