How primary teachers handle misbehavior in classroom

摘要

The theoretical part of this Master’s thesis presents the social context in which teachers are confronted with numerous challenges. One of the important challenges is the disruptive behavior of the students, which is also defined. Presented are the most common and the most difficult types of behavior based on research studies as well as teachers’ opinions on where they see reasons for such behavior. Further classroom management and discipline are defined and differences and similarities between these two concepts introduced as well as their importance in educational system and some significant directions concerning classroom management and discipline. Preventive action in the field of discipline is studied in an extensive chapter, in which the preventive viewpoint of some models of discipline and important fields are exposed as well as the strategies of preventive action based on research. In the chapter on corrective discipline, the forming process of teacher’s reaction to disruptive behavior is studied as well as key factors that have influence on coping with disruptive behavior. This viewpoint is further summarized in apparent models of classroom management and discipline. This is followed by the presentation of coping strategies on how to engage with disruptive behavior and the study of its efficiency based on research. The theoretical part is concluded with a reflection on possible ways towards better practical work. udThe empirical part of this Master’s thesis includes the analysis of the Slovene primary school teachers’ engaging with students’ disruptive behavior as well as possible strategies of their discipline problem solving. The influence of gender, period of service in the field of education, satisfaction at work, professional development, the level on which teachers work on their reaction to disruptive behavior of students is presented. Further the connection of teachers’ viewpoints to students that have noticeable behavior problems with their reactions to disruptive behavior of students in primary schools is introduced. Determined are also statistically important differences in teachers’ engaging with disruptive behavior as to gender, period of service in the field of education, satisfaction at work, professional development for working with students with special needs and the level of teacher’s work. As a result the research is concluded with interacting connection of viewpoints towards students with obvious disruptive behavior as well as reactions and teachers’ handling with behavior in classrooms. ud