Communicating control in the classroom and satisfaction with teaching and students

Abstract

This investigation reports the findings of two studies designed to explore the relationship between the use of Behavior Alteration Techniques (BATs) in the classroom and teacher satisfaction toward their profession and students. Results indicated that BAT use was a significant predictor of satisfaction for teachers at all levels of instruction. Specifically, elementary and secondary teachers’ (Study 1 ) use of primarily antisocial BATs was shown to be negatively related to their satisfaction, whereas the use of primarily prosocial BATs was unrelated to satisfaction. In contrast, college teachers’ (Study 2) use of prosocial BATs was positively associated with their satisfaction, but antisocial BAT use was unrelated. Interpretation of findings and discussion of differences were based on an analysis of the managerial demands and techniques available to teachers of younger students versus teachers of more adult‐learners.