Antecedents and countermeasures of classroom misbehaviour : perceptions from key stage 2 teachers of a public school in Male' / Fathimath Zimna

Abstract

Teachers face several forms of misbehaviour in classrooms regularly and are of major concern. Coping and managing those behaviours has become a challenge for teachers. Moreover, it stresses the teachers and they are not able to conduct effective lessons.

This small-scale qualitative case study research aimed in finding out the antecedents and countermeasures of classroom misbehaviour in key stage two students in a public school of Maldives. Through semi-structured interviews it explored the perceptions and experiences of eight teachers from key stage two regarding misbehaviour. To triangulate the data document analysis was done using the selected schools discipline policy.

The literature revealed that when teachers try to understand their students by building positive relationships with them are better able manage the misbehaviours. Furthermore, it showed that when teachers use preventive strategies rather than giving punishments, misbehaviour is less likely to occur.

The outcomes of this study confirms that positive relationship between teacher and students, student to students it helps to manage challenging behaviours more effectively. The findings also showed that classroom management skills minimise classroom misbehaviour. When students are engaged and actively participating in lessons less possibilities arc there for misbehaviour. Apart from this, when there is mutual respect is practised and an empathetic, conducing learning environment created it enhances positive behaviour.

Based on the findings, the study recommends further investigations on data collection to gain more in-depth understanding of the issue. As schools continue to face behavioural challenges the governing bodies are recommended to direct the schools in carrying out effective policies and having proper monitoring mechanisms.