Undesirable Student Behaviors According to the Opinions of Primary School Teachers

Abstract

This study aims to determine the situations in which current primary school teachers in state schools affiliated with the Ministry of National Education (MEB) in the Turkish Republic of Northern Cyprus encounter undesirable student behaviors in the classroom and the methods they employ to cope with these behaviors. Since this study has an exploratory nature, it supports a qualitative inquiry method. Another limitation of this study, which is limited to the views of primary school teachers, is that it includes only teachers working in 1st, 2nd, and 3rd grades. The study group was formed using the purposive sampling method, a type of non-probability sampling, consisting of 15 primary school teachers. In this study, a semi-structured interview form was used. Content analysis technique was employed for data analysis, and Maxqda 2020 software was used for data analysis. According to the results, behaviors defined by teachers as undesirable in the classroom include attention distraction, tendency towards violence, misuse of the environment, and peer bullying. It was determined that teachers use methods such as warning, empathy, using communication channels, and making the lesson interesting to cope with negative behaviors. Teachers who encounter undesirable behaviors mostly use methods such as warning, drawing attention to the lesson, communication, and talking to the family to prevent the behavior. Teaching in a way that captures the attention of all level groups and considering individual differences can reduce undesirable behaviors. Collaborating with students and providing professional support to students by working with teachers, guidance services, school management, and families can be beneficial. Organizing attention-enhancing games and activities in the classroom can help students.

Keywords: Undesirable Student Behaviors, Teacher, Classroom Management, Primary School