Students’ Behavioral Problems in the Classroom and Coping Strategies: Experiences of Secondary School Teachers
DOI:
https://doi.org/10.68490/ber.2024.1.525Keywords:
Problem behaviors, secondary school, coping strategies, disruptive behaviorsAbstract
This study aims to investigate the most prevalent and unacceptable classroom behavioral issues among public secondary school students in the Islamabad Capital Territory (ICT). Moreover, the study identified the reasons for these problem behaviors and ways to address these behaviors. The sample of the study was twenty-three (23) teachers (Female:14 & Male: 09) having minimum sixteen years of education along with professional qualification. Teachers have wide experience of teaching ranging from 10-32 years and teach students aged between thirteen to fifteen years. In this qualitative research data was collected through semi-structured individualized interviews after getting consent from the Federal Directorate of Education and from study participants. Through thematic analysis, the main themes emerged were lack of attention, creating a disturbance in the class, disobedience, and display of aggressive behaviors. The key causes of classroom problem behaviors were parenting style, teachers' attitude/teaching strategies, society, home environment, and social media. Moreover, teachers also think that lack of counseling and character building along with outdated teaching strategies and a boring classroom environment were causes behavioral problems in the class. Teachers should incorporate student-centered teaching with engaging techniques, parents should pay attention in developing good relationship with children at home. Moreover, counseling facilities about psychological issues of teenage students’ needs to be provided at school level. The limited yet empirical data can form a logical foundation for management to create a policy document addressing these issues in schools, offering guidance for parents and teachers to tackle student challenges effectively.
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