{"title":"Risky behaviors and absenteeism in adolescents: Exploring the role of homeroom teachers","authors":"Rima'a Da'as","doi":"10.1016/j.tate.2024.104867","DOIUrl":null,"url":null,"abstract":"<div><div>Can homeroom teachers affect adolescents' risky behavior, school absenteeism and tardiness? To answer this, three main aspects of homeroom teachers' work: educational/pedagogical (encouraging academic engagement), social (encouragement of out-of-class communication) and emotional (emotional support) were examined in relation to adolescents' risky behavior, tardiness and absenteeism from class and school. Participants were 75 homeroom teachers and 752 students from 20 Arab high schools in Israel. Multilevel- SEM results showed that emotional support and encouragement of out-of-class communication negatively related to adolescents’ risky behavior, absenteeism (unexcused) and tardiness. Risky behavior was positively related to school and class absenteeism (excused/unexcused) and tardiness.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104867"},"PeriodicalIF":4.0000,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24004001","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Can homeroom teachers affect adolescents' risky behavior, school absenteeism and tardiness? To answer this, three main aspects of homeroom teachers' work: educational/pedagogical (encouraging academic engagement), social (encouragement of out-of-class communication) and emotional (emotional support) were examined in relation to adolescents' risky behavior, tardiness and absenteeism from class and school. Participants were 75 homeroom teachers and 752 students from 20 Arab high schools in Israel. Multilevel- SEM results showed that emotional support and encouragement of out-of-class communication negatively related to adolescents’ risky behavior, absenteeism (unexcused) and tardiness. Risky behavior was positively related to school and class absenteeism (excused/unexcused) and tardiness.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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