TEACHERS' PERCEPTIONS FOR PROBLEMATIC STUDENT BEHAVIORS: EXAMINATION ACCORDING TO TEACHERS’ BURNOUT SITUATIONS
Abstract
In this study, it was investigated the behaviors of primary and secondary school students were perceived as problematic by teachers and whether or not teachers' burnout situations are influencing this perception. 188 teachers which of 112 females (60%) and 76 males (40%) constituted the sample group. Maslach Burnout Inventory and a short questionnaire form were used for data collection. It has been shown that the decrease in the level of burnout of teachers leads them to be more sensitive to their students and to prefer more constructive and humanist methods to correct the behaviors of the students they perceive as problematic. It was also found that the increase in the burnout level of the teachers led to more disciplinary attitudes towards the students.
Article visualizations:
Keywords
Full Text:
PDFReferences
Arbuckle, C. & Little, E. (2004). Teachers’ perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational and Developmental Psychology, 4, 59–70.
Asikhia, O.A. (2010). Students and teachers’ perception of the causes of poor academic performance in Ogun state secondary schools [Nigeria]: Implications for counseling for national development. European Journal of Social Sciences, 13(2), 229-242.
Atçı, A. (2004). An investigation of teachers' intervention strategies for misbehaviour in primary schools. (Master’s dissertation Thesis, Adana: Çukurova University). Retrieved from: http://tez2.yok.gov.tr/.
Atıcı, M. & Çekici, F. (2009). Comparison of teachers and students’ ideas about dealing with misbehavior in secondary schools. Educational Administration: Theory and Practice, 15(60), 495-522
Atıcı, M. (2006). Comparison of teachers and counselors' ideas about collaboration in dealing with students' behavior problems in primary schools. Turkish Psychological Counseling and Guidance Journal, 25, 55-65.
Balay, R. & Sağlam, M. (2008). The opinions of teachers concerning the negative behaviors in class. Yüzüncü Yıl University Journal of Education Faculty. 5(2), 1-24.
Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australian Journal of Special Education, 6, 45–60. https://doi.org/10.1017/S1030011200025586
Ben-Chaim, D., & Zoller, U. (2001). Self-perception versus students’ perception of teacher personal style in college science and mathematics courses. Research in Science Education, 31, 437-454. https://doi.org/10.1023/A:101317232
Blankenship, C. (1988). Structuring the classroom for success. Australasian Journal of Special Education, 12, 25-30. https://doi.org/10.1017/S1030011200021904
Borg, M. G. (1998). Secondary school teachers’ perception of pupils’ undesirable behaviors. British Journal of Educational Psychology, 68, 67-79. https://doi.org/10.1111/j.2044-8279.1998.tb01275.x
Brouwers, A.H., & Tomic, W. (2000) A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
Byrne, B.M. (1991). Burnout: Investigating the impact of background variables for elementary, intermediate, secondary, and university educators. Teaching and Teacher Education, 7(2), 197-209. https://doi.org/10.1016/S0742-051X(99)00057-8
Çankay, İ. (2011). Undesirable student behaviors faced by classroom teachers and ways of coping with this behavior. Turkish Studies, 6(2), 307-316.
Çapri, B. (2006). Burnout Turkish version of the scale: validity and reliability. Mersin University Journal of Education Faculty, 2(1), 62-77.
Cooper, H.M. (1989). Does a reducing student-to-instructor ratio affect achievement? Educational Psychologist, 24(1), 79–98. https://doi.org/10.1207/s15326985ep2401_3
Cunningham, W. J. (1983). Teacher burnout – solutions for the 1980’s: A review of the literature. The Urban Review, 15(1), 37- 49. DOI https://doi.org/10.1007/BF01112341
Englehart, J.M. (2006). Teacher perceptions of student behavior as a function of class size. Social Psychology Of Education, 9, 245–272. https://doi.org/10.1007/s11218-006-0007-3
Erdener M.A., Sezer F., & Tezci E. (2017). Determination of frequent student problems in high schools, Literature and History of Turkish or Turkic, 12(14), 151-166., Doi: http://dx.doi.org/10.7827/TurkishStudies.
Erdener M.A., Sezer F., & Tezci E. (2017). Determination of Frequent Student Problems Areas in Middle Schools. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 303-320. Doi: 10.17556/erziefd.304220
Ergin, C. (1992). Doctor and nurse burnout and adaptation of the Maslach Burnout Inventory. VII. National Congress of psychology scientific studies. Ankara, Turkish Psychological Association publication, 143-154.
Evans, E., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. Journal of Educational Research, 80, 81-85. https://doi.org/10.1080/00220671.1986.10885728
Friedman, I.A. (1991). High and low-burnout schools: school culture aspects of teacher burnout. The Journal of Educational Research, 84(6), 325- 333. DOI: 10.1080/00220671.1991.9941813
Giallo, R., & Little E. (2003). Classroom behaviour problems: the relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational & Developmental Psychology. 3, 21-34.
Goddard, R., O’Brien, P., & Goddard, M. (2006). Work environment predictors of beginning teacher burnout. British Educational Research Journal, 32(6), 857-874.
Gordon, D.G. (2001). Classroom management: problems and solutions. Music Educators Journal, 88 (2), 17-23.
Griffith, J., Steptoe, A., & Cropley, M. (1999). An investigation of coping strategies associated with job stress in teachers. British Journal of Educational Psychology, 69, 517-531. https://doi.org/10.1348/000709999157879
Hakanen, J.J., Bakker, A.B., & Schaufeli, W.B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513. https://doi.org/10.1016/j.jsp.2005.11.001
Hammarberg, A. (2003). Pre-school Teachers’ Perceived Control and Problem Behaviors in Children. (Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences, Acta Universitatis Upsaliensis). Retrieved from: http://uu.diva-portal.org/smash/get/diva2:162425/FULLTEXT01
Houghton, S., Wheldall, K., & Merrett, F. (1988). Classroom behaviour problems which secondary school teachers say they find most troublesome. British Educational Research Journal, 14, 297–312. https://doi.org/10.1080/0141192880140306
Jaoul,G., Kovess, V., & FSP-MGEN (2004). Teacher’s burnout. Annales Medico Psychologiques, Revue Psychiatrique, 162(1), 26-35. https://doi.org/10.1016/j.amp.2003.03.002
Karakelle, S., & Canpolat, S. (2008). Analyzing the student relationship styles of the primary school teachers with high burnout level. Education and Science, 33(147), 106-120.
Little, E. (2005). Secondary school teachers’ perceptions of students’ problem behaviours. Educational Psychology, 25(4), 369–377. https://doi.org/10.1080/01443410500041516
Male, D. (2003). Challenging Behaviour: The perceptions of teachers of children and young people with severe learning disabilities. Journal of Research in Special Educational Needs, 3(3), 162–171. https://doi.org/10.1111/1471-3802.00011
Martin R.E., Kraemer, P.W., & Light, H.K. (1984). Teacher perceptions of behavior problems in small and large schools. Research in Rural Education, 2(3), 105-107.
Martin, A., Linfoot, K., & Stephenson, J. (1999). How teachers respond to concerns about misbehaviour in their classroom. Psychology in the Schools, 36, 347-358. https://doi.org/10.1002/(SICI)1520-6807(199907)36:4<347::AID-PITS7>3.0.CO;2-G
Maya, İ. Ç. (2004). The teacher reactions against undesired student behaviours in the occupational and technical schools. 8. National Educational Sciences Conference, Malatya, Turkey.
Meier, C. (2005). Addressing problems in integrated schools: student teachers' perceptions regarding viable solutions for learners' academic problems. South African Journal of Education, 25(3), 170–177.
Munn, P., Johnstone, M., Sharp S. & Brown, J. (2007). Violence in schools: Perceptions of secondary teachers and head teachers over time. International Journal on Violence and Schools, 3, 51-80.
Musaoğlu, Z. (2008). Health related quality of life among academic staff working at Trakya University. Master’s dissertation Thesis, Edirne: Trakya University.
Oyinloye, G.O. (2010). Primary school teachers’ perception of classroom management and its influence on pupils’ activities. European Journal of Educational Studies, 2(3), 305-312.
Parkay, F., Greenwood, G., Olejnik, S., & Proller, N. (1988). A study of the relationships among teacher efficacy, locus of control, and stress. Journal of Research and Development in Education, 21, 13-22.
Poulou, M. & Norwich, B. (2000). Teachers’ perceptions of students with emotional and behavioural difficulties: severity and prevalence. European Journal Of Special Needs Education, 15(2), 171–187. https://doi.org/10.1080/088562500361600
Rivard, L.M., Missiuna, C., Hanna, S., & Wishart, L. (2007). Understanding teachers’ perceptions of the motor difficulties of children with developmental coordination disorder (DCD). British Journal of Educational Psychology, 77, 633–648. https://doi.org/10.1348/000709906X159879
Romi, S. & Freund, M. (1999). Teachers’, students’ and parents’ attitudes towards disruptive behaviour problems in high school: A case study. Educational Study, 19, 153-70. https://doi.org/10.1080/0144341990190104
Sama, E. & Tarim K. (2007). Teachers’ attitudes and behaviors towards Students perceived as unsuccessful. Journal of Turkish Education Science, 5(1), 135-154.
Sezer, F. (2012). Examining of teacher burnout level in terms of some variables. International Online Journal of Educational Sciences, 4(3), 617-631.
Sezer, F. (2012). The assessment of the problem areas of the students and solution recommendations. Turkish International Journal of Special Education and Guidance & Counseling, 1(2), 27-36.
Shen, J., Zhang, N., Zhang, C., Caldarella, P., Richardson, M.J., & Shatzer, R.H. (2009). Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems. Educational Psychology, 29(2), 187–201. https://doi.org/10.1080/01443410802654909
Siyez, D.M. (2009). High School Teachers’ Perceptions of and Reactions towards the Unwanted Student Behaviors. Pamukkale University Journal of Education Faculty, 1(25), 67-80.
Tümkaya, S. (2005). Classroom Discipline Approaches and Its Relation with Teacher Burnout. Education Sciences: Theory & Practice, 11(44), 549-568.
Wheldall, K., & Merrett, F. (1988). Which classroom behaviours do primary school teachers say they find most troublesome? Educational Review, 40, 13–27. https://doi.org/10.1080/0013191880400102
Wickman, E. K. (1928). Teachers’ list of undesirable forms of behaviour. In children’s behaviour and teachers’ attitudes (New York, Commonwealth Fund). Reprinted in P. Williams (Ed) (1974), Behaviour Problems in School. London: University of London Press.
Wragg, E. C. & Dooley, P. A. (1996). Class management during teaching practice, Classroom teaching skills, (Ed. by E. C. Wragg), London: Routledge.
Yavuz, M. (2009). An investigation of burn-out levels of teachers working in elementary and secondary educational institutions and their attitudes to classroom management. Educational Research and Reviews, 4 (12), 642-649.
Ziv, A. (1970). Children’s behaviour problems as viewed by teachers, psychologists and children. Child Development, 41,871-879 Reprinted in P. Williams (Ed) (1974), Behavior Problems in School. London, University of London Press.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.1658
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Fahri Sezer
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. 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).
