TURKISH AND ETHIOPIAN TEACHERS’ VIEWS ABOUT STUDENTS’ UNDESIRABLE BEHAVIOURS IN THE CLASSROOM AND THE TECHNIQUES THEY USE TO COPE UP WITH: A CASE STUDY

Kelemu Zelalem Berhanu, Ali Sabancı

Abstract


The overall purpose of this study was to identify teachers’ views about types and causes of students’ undesirable behaviours and the techniques they use to cope up with. This study is qualitative in nature, and in the pattern of a holistic multiple case study. To identify the schools, the researchers used convenience sampling technique. The work group was determined using maximum variable sampling. As a result, the working group consisted of four participants from Turkish school and four from Ethiopian school. The data were collected be a semi-structured questionnaire interviewing the participants face to face. The data were analysed by the help of computer program called Nvivo using content analysis technique. The observed behaviours common to both schools were being late, cheating, not doing the given tasks, talking without permission during the lesson, hyperactivity and lack of attention, complaining about their teacher to family, not paying attention to personal hygiene and being rude. On the other hand, In Ethiopia, attaching nickname to friends, picking up and leaving the class in the middle of lesson, eating and drinking at the wrong time, insulting and not sitting properly; in Turkey producing a variety of excuses and complaints, silence, selfishness, naughtiness, swearing, lack of interest in cultural activities and theatre play, smoking cigarettes secretly were undesirable behaviours determined peculiar to each culture. A close, positive and supportive relationship between all school stakeholders is essential for developing a mutual relationship of respect and for managing undesirable behaviours successfully.

 

Article visualizations:

Hit counter

DOI

Keywords


undesirable behaviours, classroom management, students’ behaviours

References


Alemayehu, T. M. (2012). Assessment of students’ undesirable and coping strategies (in the case of Shashemene secondary school). Unpublished MA thesis. Addis Ababa, Ethiopia: Addis Ababa University.

Amogne, E. (2014). İndiscipline Problems of High School Students: the Case of Ethio-Japan Hidasse Secondary School (Addis Ababa, Ethiopia). Journal of Education and Practice, 5, 37.

Ary, D., Jacobs, L. & Razavieh, A. (2002). Introduction to research in education. (6th. Ed.). Belmont: Wadsworth/Thomson Learning.

Balay, R. & Sağlam, M. (2008). Sinif içi olumsuz davranişlara ilişkin öğretmen görüşleri Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, Cilt:V, Sayı:II, 1-24. Başar, H. (2001). Sınıf yönetimi. 5. Baskı. Ankara: Pegem A Yayıncılık.

Borg, M. G., & Falzon, J. M. (1990). Teachers’ Perceptions of Primary School Children’s’ Undesirable Behaviours: The Effects of Teaching Experience, Pupil’s Age, Sex and Ability Stream. British Journal of Educational Psychology, 60, 220-226.

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th. Ed.). London: Routledge Falmer.

Çetin, B. (2015). Sınıfta İstenmeyen Öğrenci Davranışlarıyla İlgili Sınıf Öğretmenlerinin Karşılaştıkları Sorunlar ve Çözüm Önerileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14(1), 255-269.

Dhaliwal, M. (2013).Teacher perceptions and management of challenging student behaviours in primary school classrooms. MA thesis-Unitec Institute of Technology.

Feldhusen, J. F. (1995). Talent Development during the High School Years. Gifted Education International, 10 (2), 60-64.

Getiye, T., (2015). The Management of Students’ Disciplinary Problems in Government Secondary Schools of Guji Zone, Oromia Regional State. MA thesis; Haramaya University, Haramay, Ethiopia.

Kinde, G. & Mekonnen S (2006). Types, magnitude, predictors and controlling mechanisms of aggression in secondary schools of Jimma zone. Ethiopian Journal of Education and Science; 2(2), 52-61.

Kyriacou, L., Crawford, M. & Riches, C. (1997). Professional development for educational management. Buckingham: Open University Press. Oliveira, M. T. M. & Graça, A. (2013).Teachers Procedures Related to Students’ Misbehaviour in the Physical Education Lesson. Millenium, 45, 9-24.

Lewis, R. (1991). The discipline dilemma. Hawthorn: Australian council for educational research Ltd.

Shrigley, R. L. (1999). Strategies in Classroom Management. The National Association of Secondary School Principals Bulletin, 63, 428, 1-9.

Silverman, D. (2005). Doing qualitative research. London: Sage Publications.

Yin, R. K. (2012). Applications of case study research (3rd. Ed.). London: Sage Publications Ltd.

Suleman, Q., Hussain, I, Ambreen, S., (2013). Techniques used by secondary school teachers in managing classroom undesirable behaviour of secondary school students in Karak District, Pakistan. International Journal of Learning & Development, 3, 1.

Tan, E. & Yuansha, C. (1999). Discipline problems in schools: teachers’ perception. Teaching and Learning 19(2): 1-12.

Yilmaz, N. (2008). Dersin akişini bozan istenmeyen davranişlari yönetme stratejilerinin incelenmesi. Erzincan Eğitim Fakültesi Dergisi Cilt-Sayı: 10-1.

Atıcı, M. (1999). An exploration of the relationships between classroom management strategies and teacher efficacy in English and Turkish primary school teachers. Unpublished PhD Thesis. Leicester University, UK

Başar, H. (1994). Sınıf yönetimi. Ankara: Pegem Özel Eğitim Hizmetleri.

Demirden, (1994).Effective approaches to classroom management in teaching English at secondary schools. Unpublished MA Thesis, Middle East Technical University, Institute of Social Sciences, Ankara, Turkey.

Özen, A., and Batu, S. (1999). Sınıf öğretmenlerinin sınıf kontrolüne yönelik sorunlarının ve gereksinim duyduklari destek hizmet türlerinin belirlenmesi. 4th National Educational Sciences Proceedings, 1, Anadolu Üniversitesi Yayınları No: 1076, 308-315. Eskişehir.

Doyle, W. (1984). How order is achieved in a classroom: An Interim report. Journal of Curriculum Studies, 16, 259-277.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Kelemu Zelalem Berhanu, Ali Sabancı

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

 
Histats.com © 2005-2018 - GDPR: tracker policy -Integrate your policy - this website policy - Check/do opt-out