Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour

Zakaria, Norashikin; Sharma, Umesh

doi:10.1007/s12564-013-9268-7

Cited by 13 publications

(19 citation statements)

References 29 publications

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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: 93%

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: 93%

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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“…Deviant behavior is seen as any behavior that does not fit in to the established rules of a group of individuals or the society at large (Idris, 2016;Orsati and Causton-Theoharis, 2013;Vieno et al, 2011;Zakaria et al, 2013). Deviant behavior is an activity which conflicts with the societal norms.…”

Section: Introductionmentioning

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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“…It does not cause the expected effect in changing behavior (Kaya, 2007). Punishment is a pedagogically negative situation which can cause blind obedience and reduction in self-esteem and in selfconfidence, and which intends to eliminate the undesired behavior in a hurtful and unpleasant way (Zakaria, Reupert& Sharma, 2013). Besides, punishment is also an undesired situation, putting those who give it and those who are exposed to it into a difficult situation, hurting their feelings, and affecting their academic achievement in negative ways (Bulut, 2008;Mahiroglu&Buluc, 2003).…”

Section: No Answersmentioning

confidence: 99%

Students’ Metaphorical Perceptions Related to Reward and Punishment in Education.

Pehlivan¹,

Köseoğlu²

2017

IJAR

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Reward-punishment, metaphor, metaphoric perception.This study aims at exhibiting prospective biology teachers' perspectives of reward and punishment in education. The study group was composed of 99 pre-service biology teachers attending the Biology Education Department of Hacettepe University in the 2015-2016 academic year. The participants were given a semi-structured questionnaire form containing the statements -reward/punishment in education is just like…. because….‖, and -a teacher giving reward/punishment in education is just like…. because….‖ The participants were also asked to answer the question -what three things does reward/punishment in education remind you of?‖ The technique of content analysis was employed in this study in analysing the data obtained. The data were analysed through MAXQDA12 -a program for qualitative data analysis -and then were interpreted. Accordingly, students perceive reward in education as a positive element whereas they perceive punishment as a negative element.

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Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour

Cited by 13 publications

References 29 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

Students’ Metaphorical Perceptions Related to Reward and Punishment in Education.

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