To collect data, teachers took a Beliefs and Discipline Inventory developed by Glickman and Tamashiro. The test claims good item discrimination and high reliability. The three subscales that pre-service teachers fell under were: relationship-listening, confronting-contracting, and rules and consequences. 6. For the Beliefs and Discipline Inventory, participants were presented with 12 choices between two statements representing one of the three discipline models – relationship-listening, confronting – contracting, and rules and consequences. Subscale scores for each of the discipline models were obtained by tallying response scores in three sets. There were four items and eight responses under each subscale. The scores ranged from 0 to 8, the highest score indicating the preferred discipline model. (Akdag, Pg. …show more content…
According to Van den Berg (2002), classrooms have many variables, including providing effective instruction to students, maintaining classrooms, meeting the needs of students, parents, and school management. This can be overwhelming for the teacher and create stressful conditions. This and other factors may be why some teachers prefer a more authoritarian discipline model because of conditions in the classroom. (Akdag, Pg. 888) A strong community is necessary in a school for teachers to be supported and be able to provide the best education possible to all students. From the study, it is recommended that “student teachers are provided with a variety of discipline styles available so that they can interact effectively with students and manage their own discipline problems.” (Akdag, Pg.