article scientifique

The objective of this study was to examine the self-efficacy beliefs of public high school teachers and their ability to manage violent student behavior. The study employed a questionnaire incorporating socio-demographic and professional variables alongside four measurement scales: The Efficacy Belief Scale, Self-Evaluation Scale, Social Impact Scale, and Emotional Consequences Scale, developed by N. Garcia (2010). The results of this research are based on a sample of 486 qualified high school teachers working in 6 regions: Rabat-Salé-Kenitra, Drâa-Tafilalet, Casablanca-Settat, Fès-Meknès, Tanger-Tétouane-Al Hoceïma, and Sous-Massa. The findings support the idea that teachers with strong beliefs in their ability to act effectively were more likely to seek social support, focus on problem-solving, and regulate their emotions compared to their colleagues with lower efficacy beliefs in their effectiveness. In addition, the study revealed that teachers' beliefs about their effectiveness in managing violent behavior varied based on gender, teachers' level of education, teaching disciplines, and professional experience.