Teacher’s Classroom Management Behavior and Students’ Classroom Misbehavior: A Study with 5th through 9th-Grade Students

espanolIntroduccion. Los problemas de comportamiento constituyen una de las mas grandes fuentes de perdida de tiempo en el aula y afectan negativamente las oportunidades de aprendizaje de los alumnos. Metodo. Participaron en este estudio 600 profesores de los segundo y tercer ciclos del sistema educativo portugues (5o a 9o cursos). Se estudio la relacion entre las percepciones de los profesores sobre su estilo de gestion de clase, el tiempo usado con conductas disruptivas, la autoeficacia docente y la disciplina en el aula. Resultados. Genericamente los resultados muestran que: (1) los profesores que se perciben como mas controladores de las conductas de los alumnos tienden a percibir menos problemas de comportamiento en el aula; (2) que la autoeficacia de los profesores y el tiempo gastado con conductas disruptivas en el aula son mejores predictores de la indisciplina que el estilo de gestion de clase; (3) la autoeficacia e el tiempo perdido con conductas disruptivas median totalmente la relacion entre el estilo de gestion del aula y la indisciplina percibida. Discusion y Conclusion. Los profesores deben conocer los comportamientos especificos que mas probablemente optimizan el tiempo de instruccion disponible y reducen el tiempo y la energia desperdiciados con la indisciplina en el aula. EnglishIntroduction. Classroom misbehavior is a major source of classroom-wasted time and a situation that negatively interferes with students’ opportunity to learn. Method. The present study investigated the relation between 5th through 9th grade perceived Portuguese teacher’s classroom management, teacher’s perceived time spend with misbehavior, teacher’s self-efficacy, and teacher’s perceived classroom misbehavior. A conditional process analysis of the relation between teacher’s classroom management and teacher’s perceived classroom misbehavior with mediator and moderator variables was tested. Results. Generically the results show that (1) teachers who perceive themselves as more controllers of students’ behaviors tend to perceive less misbehavior in the classroom; (2) that both teacher’s self-efficacy efficacy (TSE) and time spent with classroom misbehavior (TSMisb) are better predictors of classroom misbehavior than the classroom behavior management style; (3) both TSE and TSMisb fully mediate the relation between classroom management style and classroom perceived misbehavior. Discussion and Conclusion. Teachers must, therefore, learn the specific behaviors that more likely optimize the available instructional time and reduce time and energy wasted with students’ misbehavior.