The effects of assertive discipline training on preservice teachers' pupil control ideology, anxiety levels, and teaching concerns

Abstract

The purpose of this study was to determine whether differences with respect to pupil control ideology, anxiety levels, and teaching concerns exist between elementary preservice teachers trained in Assertive Discipline before their student teaching experience and elementary preservice teachers not trained in Assertive Discipline. A total of 102 preservice elementary teachers--60 randomly assigned to three experimental groups and 42 randomly assigned to two control groups--were selected for inclusion in this study. Preservice teachers in the experimental groups were trained in Assertive Discipline before student teaching while preservice teachers in the control groups received no training. The preservice teachers completed questionnaires used as pretests and posttests to measure the dependent variables. The results revealed that no significant differences were found as a result of Assertive Discipline training with regard to anxiety levels and teaching concerns. Control groups had higher pupil control ideology scores though not at a statistically significant level. The results also revealed that no significant differences were found with respect to pupil control ideology, anxiety levels, concern for tasks, and concern about impact of teaching between preservice teachers at Baylor University and Texas A&M University. Significant differences were found with respect to concern for self between preservice teachers at Baylor University and Texas A&M University. The preservice teachers at Baylor University showed a significantly lower score on the concern for self scale.