Bangladeshi teachers' perceptions about student behaviour in primary schools

Malak, Saiful; Deppeler, Joanne Marie; Sharma, Umesh

doi:10.18546/ijsd.11.1.04

Cited by 7 publications

(15 citation statements)

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“…Teachers in this study mostly attributed the causes of challenging behaviour to student- and family-related factors compared to teacher-related factors across all vignettes. These results are similar to other studies in Australia and China (Ho, 2004), Malaysia (Zakaria et al, 2013), USA (Nungesser & Watkins, 2005), New Zealand (Johansen et al, 2011), Bangladesh (Malak et al, 2014), India (Joseph et al, 2021), Indonesia (Paramita et al, 2020), Greece (Bibou-Nakou et al, 2000), and Turkey (Erbas et al, 2010). The findings of this study suggest that teachers tend to attribute the causes of students’ behaviour to students and families and more often do not take any responsibility for students’ challenging behaviours themselves.…”

Section: Discussionsupporting

confidence: 91%

“…It is anticipated that teachers may have found addressing students' aggression in the classroom difficult due to the ban, which restricted teachers' use of punishment as a strategy to address physically aggressive behaviour (Patnaik et al, 2022). Other studies (Cheruvalath & Tripathi, 2015;Malak et al, 2014) also confirm that teachers mostly feel incapable of addressing aggressive behaviour when they lose authority in their classrooms and are unable to use corporal punishment. Furthermore, past reviews on this topic in the Indian context suggest that there is negligible information about the use of positive strategies to address students' challenging behaviours in Indian schools (Sharma et al, 2013;Sharma & Rangarajan, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, when they attributed school factors as contributing to student misbehaviour, they suggested changing or improving teaching strategies. Another study from Bangladesh (Malak et al, 2015) suggested using corporal punishment to address students' behaviour, and that teachers in the study mostly believed that the family of the students was responsible for their behaviour (Malak et al, 2014). Similarly, other studies in Malaysia (Zakaria et al, 2013), Indonesia (Paramita et al, 2020) and Ghana (Mensah et al, 2020) also suggested reactive strategies because they attributed the causes of students' behaviour to either the student or the family.…”

Section: An Overview Of Strategies Identified By Teachersmentioning

confidence: 99%

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Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India

Patnaik

Subban

2023

Australas. j. spec. incl. educ.

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In this study, we examined 535 primary classroom teachers’ causal attributions about challenging behaviour in West Bengal, India. The participants completed a questionnaire that collected information about their perceptions, causal attribution, and proposed strategies to address a range of challenging behaviours that were presented through five vignettes. The participants identified student-related and family-related factors as the main causes of challenging behaviour more frequently compared to teacher-related causes. They reported using proactive strategies more often than reactive strategies to address challenging behaviours in their classrooms. The findings provided insight into teachers’ causal attributions influencing their choice of classroom-management strategies, which helped to understand teaching practices and how they affect students. The implications of the study are presented to improve professional learning and practice for teachers and guide them to adopt strength-based strategies to address challenging behaviour in primary schools in West Bengal, India.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: An Overview Of Strategies Identified By Teachersmentioning

confidence: 99%

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Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India

Patnaik

Subban

2023

Australas. j. spec. incl. educ.

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“…They concurred that shyness is more common among boys than girls. Malak et al (2014) studied teachers' perception of deviant behaviors of students in Bangladesh schools. Selected teachers were interviewed in order to know their perceived perception of their students in the school system.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perceived Factors of Deviant Behavior among Secondary School Students in Kwara State: Implication for Educational Managers

Suleiman

Musa

et al. 2019

ijsr

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This study investigates students’ deviant behaviors as perceived by their teachers in secondary schools with the aim of knowing the factors responsible for such behaviors. The study adopts the quantitative approach to carry out the research. Stratifid and simple random techniques were usednto select 380 participants that participated in the study. An instrument tagged “Factors of Deviant Behaviors and Measures Questionnaire" (FDBMQ) was used to elicit data from the respondents. Partial Least Square (PLS) software was used to assess the psychometric properties of the items contained in the questionnaire, while Statistical Package for Social Sciences (SPSS) was used to do the descriptive analysis. In addition, the analysis of variance (ANOVA) was used to test the three hypotheses formulated for the study. Results of the study revealed three factors (parent, society and school) that contribute to deviant behaviors. Findings also indicate measures that can be used to minimize deviant behaviors. Also, the results of the ANOVA showed a signifiant difference, while Duncan’s Multiple Range Test (DMRT) was used as a post-hoc test to determine the group that contributes to the signifiant difference. The results of the three hypotheses confimed that signifiant difference exists on the basis of religion, age, and educational qualifiations. Based on the fidings of the study, implication for educational managers and future research direction were provided.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" />

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“…As a result, certain behaviors regarded as complicated in one way of life/setting will be commonplace as normal in another. In addition, studies on pupil misbehaviors have found that school behavioral issues within the classroom vary consistently with the class, lesson content, academic stage of students,time,situation,student characteristics, and the teacher"s traits [20] & [21]. However, as cited above, most of the studies focused on either instructors' or students' perspectives only.…”

Section: Introductionmentioning

confidence: 99%

Student’sIndiscipline in Secondary Schools: The case of the Eastern Part of Ethiopia

Aymelo¹

2022

IJASRE

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The indiscipline challenge in schools is ranked as a major problem among students of primary and secondary schools in Ethiopia. Disruptive behavior is a concern to schools and parents and to fellow pupils, whose education may be adversely affected. The aim of this investigation was to identify the level of students' discipline problems and the degree of disruption to teaching and learning in senior secondary schools in the Eastern part of Ethiopia (SSEE). This study surveyed four hundred teachers and one thousand five hundred sixty students at SSEE. Results of the study confirmed that students and teachers were experiencing high levels of school indiscipline with the most frequent being cheating, disrespecting teachers and principals, late coming, skipping classes, hyperactivity, and lack of concentration, deliberate defiance of school policies, and using mobile phones in classes. In addition, the degree of the effect that indiscipline in teaching-learning was extremely high in the study area. The study highlights the necessity for further assessment of the causes and management of indiscipline in Ethiopian secondary education classrooms.

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Bangladeshi teachers' perceptions about student behaviour in primary schools

Cited by 7 publications

References 0 publications

Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India

Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India

Teachers’ Perceived Factors of Deviant Behavior among Secondary School Students in Kwara State: Implication for Educational Managers

Student’sIndiscipline in Secondary Schools: The case of the Eastern Part of Ethiopia

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