Original scientific paper
https://doi.org/10.15516/cje.v24i2.4381
Student Classroom Misbehaviour Teachers’ Perspective
Tomislava Vidić
orcid.org/0000-0003-2040-2667
; Faculty of Teacher Education University of Zagreb Savska cesta 77, 10000 Zagreb, Croatia
Abstract
Student misbehaviour entails all student behaviour which impedes the conduction
of classes and interrupts the teaching-learning process. Previous research on the
topic indicates such student behaviour has negative consequences for student
achievement and the work and job satisfaction of teachers. This research aimed
at examining which misbehaviours are perceived and to which measure by
primary and secondary school teachers in Croatia, and the differences in these
perceptions with regard to teachers’ self-efficacy and the type of school they work
at. Moreover, teacher satisfaction with support, education, legislation, and their
intention of leaving the profession were also explored. The results showed that the
most frequent misbehaviour entails not following instructions and not paying
attention during lessons. Self-efficient teachers perceive student misbehaviour less,
wherein class teachers perceive it the least. In solving problems related to student
misbehaviour, teachers mostly rely on themselves and somewhat less on the help
from expert associates, while they feel the most satisfied with the help provided by
their colleagues. Teachers are generally dissatisfied with the existing legislation and
most of them have not been educated in the field of classroom management in the
course of their studies or in the form of additional professional training. Almost all
the teachers consider teaching a demanding profession and more than one third of
the participants would change their job if the opportunity arose.
Keywords
classroom management; self-efficacy; teachers; student misbehavior
Hrčak ID:
280648
URI
Publication date:
15.7.2022.
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