Teacher self-efficacy, dispositional optimism, resiliency, and classroom management in high schools in Puerto Rico

Ronald Brown, Gerald Silva Rivera, Marisol López González, Katie Pan Kuhn


This study evaluated whether self-efficacy, dispositional optimism, and resilience affected teachers’ classroom management in high school classrooms in Puerto Rico. A quantitative research design was adopted which utilized multiple regression analyses of four Likert-scale questionnaires. The sample was comprised of high school teachers (N = 58) from seven public high schools. Responses to the Behavior and Instructional Management Scale (BIMS) subscale of behavior management indicated that each variable was significantly associated with the dependent variable of behavior management in the classroom, but not with the subscale of instructional management. Significant associations between the scales and their associated subscales of the above measures are explored with implications for teachers and the learning environment. The study concludes with suggestions for future research, in particular on teacher resilience in relation to hope and zest, as well as ways to maintain teacher optimism and how an understanding of these variables may assist school psychologists in the Puerto Rican context.

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