Classroom Behaviour Problems which Secondary School Teachers say they find most Troublesome

Houghton, Stephen; Wheldall, Kevin; Merrett, Frank

doi:10.1080/0141192880140306

Cited by 102 publications

(82 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It may be therefore that girls are indeed more covert than their male counterparts in school contexts. Supportive of this are Little (2005), Merrett and Wheldall (1988), and Houghton, Wheldall, and Merrett (1988) whose data showed that males are identified by teachers as more "overtly" troublesome than females. However, both at risk males and at risk females sought a similar kind of non-conforming reputation through their self-perceived social deviance norms, nonconforming self-perception, and non-conforming ideal public self.…”

Section: Discussionmentioning

confidence: 97%

Delinquency and reputational orientations of adolescent at‐risk and not‐at‐risk males and females

Carroll

Houghton

Khan

et al. 2008

Educational Psychology

View full text Add to dashboard Cite

The research reported investigated differences in the forms of delinquent activities and the reputational orientations of at risk and not at risk male and female adolescents. Initially, we sought to establish that adolescent males and females were different in these aspects. This was found to be the case with multivariate analyses of variance revealing that males (n = 722) scored significantly higher than females (n = 738) on seven self-reported delinquency variables and on eight reputation enhancement variables pertaining to social deviance, nonconforming reputation, and power/evaluation private identity. When a sample of 31 at risk females was subsequently pair wise age matched with 31 not at risk females, it was found that apart from school misdemeanours, at risk females scored significantly higher on all six other delinquency variables. These at risk females also scored significantly higher on four reputation enhancement variables relating to social deviance and nonconformity. Given that at risk females did not differ to their not at risk counterparts in their level of involvement in school misdemeanors, we sought to determine whether this was also the case for at risk and not at risk males. An age matched sample of 91 pairs revealed that at risk males reported significantly higher involvement than not at risk males in all aspects of delinquency, including school misdemeanors. They also sought a more non-conforming reputation. To explore the relationships between delinquency and reputation enhancement a Canonical Correlation Analysis was performed. All findings are discussed in the light of reputation enhancement theory.Acknowledgement: This research was partly funded by the Australian Research Council

show abstract

Section: Discussionmentioning

confidence: 97%

Delinquency and reputational orientations of adolescent at‐risk and not‐at‐risk males and females

Carroll

Houghton

Khan

et al. 2008

Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Misbehaviours and disruptive behaviours are actions that aim to interfere and distract the flow of learning; including verbal abuse or physical aggression towards an educator, disturbing other students, or talking out of turn (Houghton, Wheldall, & Merrett, 1988).…”

Section: Definition Of Etbmentioning

confidence: 99%

The nature, extent and impact of educator targeted bullying on school teachers in West Malaysia

Santos

Tin

2016

British Journal of Guidance & Counselling

View full text Add to dashboard Cite

This study examines the nature, prevalence and impact of educator targeted bullying (ETB) in a sample of 575 Malaysian school teachers. Specifically it was predicted that ethnicity may be related to exposure to ETB; that frequency of exposure would vary by type of ETB; that there would be tenure-related differences in terms of exposure and burnout; and that teaching experience could moderate the exposureburnout relationship.Results suggest that less severe forms of ETB are more prevalent than physical forms; and that educators with increased teaching experience are less exposed to ETB. ETB exhibits a negative impact on burnout;and is strongest for student-related burnout. Increased experience buffers the ETB-student-related burnout relationship while ethnicity is unrelated to exposure to ETB.

show abstract

“…A principal reason "disruptive behaviour of students and discipline" was recorded (Free online wikipedia). Research shows that male students are more disruptive or aggressive as compared to the female students (Houghton et al, 1988;Kaplan, Gheen & Midgley, 2002& Stephenson et al, 2000.…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…Further they explained that classroom disruptive behaviour can be any behaviour that significantly hinders or obstructs the child's own learning, other children's learning or responses, or the teacher's capability to operate effectively (Giallo & Little, 2003). Disruptive behaviour refers to an activity that causes distress for teachers, disrupts the learning process and that leads teachers to make continual comments to the student (Haroun & O'Hanlon, 1997& Houghton et al, 1988. Certain behaviour is disruptive when it badly slows down the activities of the teacher or of several students for more than a brief time.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Techniques used by Secondary School Teachers in Managing Classroom Disruptive Behaviour of Secondary School Students in District Karak (Pakistan)

Suleman

Hussain

Akhtar

2013

IJLD

View full text Add to dashboard Cite

Effective classroom management is playing a crucial role in strengthening teaching learning process and makes it more effective, productive and successful. Without effective classroom management, teaching learning process has no fruitful results. The purpose of the study was to examine the techniques used by secondary school teachers in managing classroom disruptive behaviors. All the secondary school teachers and students in Karak District constituted the population of the study. Only 135 secondary school teachers and 920 students were selected as sample through simple random sampling technique. As the study was descriptive in nature therefore questionnaire was used as research instrument. Statistical tools i.e., percentage and chi square were used for the analysis of data. After analysis of data, it was concluded that the overall performance of the secondary school teachers in managing classroom disruptive behaviour is satisfactory as they use constructive and appropriate techniques to control the classroom disruptive behaviour. However, the negative areas of the secondary school teachers in managing classroom disruptive behaviour are that they do not devise any rules and regulations of classroom management at the beginning of new session. Parents are not informed through letters about the disruptive behaviour of their children. Based on findings, it was strongly recommended that at the beginning of new session, classroom management norms, rules and regulations should be formulated and announced so

show abstract

Classroom Behaviour Problems which Secondary School Teachers say they find most Troublesome

Cited by 102 publications

References 2 publications

Delinquency and reputational orientations of adolescent at‐risk and not‐at‐risk males and females

Delinquency and reputational orientations of adolescent at‐risk and not‐at‐risk males and females

The nature, extent and impact of educator targeted bullying on school teachers in West Malaysia

Techniques used by Secondary School Teachers in Managing Classroom Disruptive Behaviour of Secondary School Students in District Karak (Pakistan)

Contact Info

Product

Resources

About