TEACHER RATINGS OF CHILDRENS BEHAVIORS AND TEACHERS MANAGEMENT STYLES- A RESEARCH NOTE

The purpose of this study was to explore how changes in teacher rating s of children's behavior problems from kindergarten to first grade mig ht vary with teachers' styles of managing behavior problems. Familial and socioeconomical variables were controlled because of their potenti al modulating effects. Subjects were from a community sample of 1,573 boys and girls rated by teachers, mothers and peers (for one part of t he sample) on aggressiveness-hyperactivity, anxiety-withdrawal and soc ial skills deficits. Teacher ratings of aggressive-hyperactive behavio rs significantly changed from kindergarten to grade one when the teach ers had different management styles. Mother and peer ratings, however, did not change. The importance of considering teachers' management st yles when assessing behavior problems in school is stressed.