Abstract
This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers.
Document Type
Article
Publication Date
8-1-2012
Digital Object Identifier (DOI)
http://dx.doi.org/10.1100/2012/208907
Repository Citation
Sun, Rachel C. F. and Shek, Daniel T. L., "Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions" (2012). Pediatrics Faculty Publications. 14.
https://uknowledge.uky.edu/pediatrics_facpub/14
Notes/Citation Information
Published in The Scientific World Journal, v. 2012, 208907.
© 2012 Rachel C. F. Sun and Daniel T. L. Shek. This is an open access article distributed under theCreative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.