Examining the perceptions of teachers\u27 efficacy in handling student misbehavior (TEHSM) in classroom and physical education settings

Research has found dealing with student misbehavior as the most prominent source associated with teachers’ negative behavioral outcomes at work. One approach for understanding teachers’ behavioral responses to student misbehavior is through the efficacy beliefs of teachers. This line of inquiry has lead to the advancement of the concept of teacher efficacy in handling student misbehavior or TEHSM. TEHSM was found to significantly and negatively mediate the relationship between teachers’ perception of student misbehavior, emotional exhaustion, and turnover intentions respectively. To date, limited information is available regarding the makeup of TEHSM which gives emphasis to the significance of this dissertation. The purpose of this dissertation was to (a) identify factors that influence TEHSM beliefs and (b) describe and contrast TEHSM in classroom and physical education settings. The first (quantitative) study investigated personal and school cultural factors associated with TEHSM beliefs. Together, personal (i.e., extraversion, conscientiousness, teaching experience) and school cultural (i.e., professional development, student socioeconomic status) factors contributed significantly in explaining the amount of variance in TEHSM with the greatest proportion of variance explained by professional development and low student SES. The second (qualitative) study investigated TEHSM beliefs and teaching experience in classroom and physical education settings. Common sources of misbehavior were reported in classroom and physical education settings. Further, low TEHSM related to inadequate skills/knowledge, inconsistent actions (i.e. proactive, reactive) to gain control, and debilitating feelings. High TEHSM related to strategizing, being the authoritative figure, and building trusting relationships. Low and high TEHSM teachers reported improving TEHSM by taking personal charge of professional growth. The third (qualitative) study contrasted physical education teachers’ actions towards student misbehavior based on TEHSM beliefs. Findings depicted how teachers with different TEHSM beliefs used teaching and coping strategies; student behavior management (i.e. proactive) strategies, and disciplinary actions (i.e. reactive) to deal with misbehavior. High TEHSM related to authoritative teaching; approach/problem focused coping style; and proactive management. Knowledge gained from this dissertation provides a vital step towards understanding the role of TEHSM, informs teacher training programs on how to improve TEHSM, and provides a foundation for future studies

L’érotisme de Boiardo (Inamoramento de Orlando) vu à travers les traductions françaises, espagnoles et anglaise du seizième et du début du dix-septième siècles

Après avoir brièvement rappelé le contexte des traductions en Europe, l’article se propose d’examiner comment les traducteurs français, espagnols et anglais restituent l’érotisme de Boiardo à travers des exemples bien précis. Le conservent-ils ? Rendent-ils les métaphores qui lui sont attachées ? Le registre familier qui lui est lié ?En fonction des traducteurs, de leur contexte historique et culturel, et de leur sensibilité littéraire, cet érotisme est édulcoré ou au contraire développé. Parfois il ressort ailleurs, dans les ajouts ou dans certaines métaphores transposées, tant le langage amoureux italien fascine l’Europe.Dopo aver brevemente ricordato il contesto delle traduzioni in Europa, l’articolo si propone di esaminare come i traduttori francesi, spagnole e inglese restituiscano l’erotismo del Boiardo attraverso esempi ben precisi. Lo conservano? Restituiscono le metafore legate all’erotismo? Il registro colloquiale?Secondo i traduttori e il loro contesto storico e culturale, o la loro sensibilità letteraria, quest’erotismo viene edulcorato o al contrario sviluppato. A volte si ritrova altrove, nelle aggiunte o in certe metafore rinnovate, tanto piace il linguaggio lirico dell’amore in Europa.After a survey of the translation’s European background, the article looks at the French, Spanish and English translators to see how they translate Boiardo’s eroticism, with precise examples. Do they keep it? Do they keep the metaphors? The suitable language? The tone?There are differents types of translations. According to the historic or cultural background, or the literary sensitivity of the translator, the eroticism is cancelled or enhanced. Sometimes it can appear in added parts or in transposed metaphors, because Italian language of love is fascinating Europe