Evaluation of Teacher and Student Misbehaviours in Primary Schools from Prospective Teachers' Point of View

Alpaslan Gözler


The aim of this study was to evaluate teacher and student misbehaviours and the methods teachers use with regard to
student misbehaviours in primary schools from prospective classroom teachers' point of view. The study used
phenomenological method, a qualitative research design, since thorough data collection was performed based on
personal experiences. The study group consisted of junior (3rd grade) students registered for the 2017-2018 academic
year in the classroom teaching programme provided by a state university in the Central Anatolia region. 52
prospective classroom teachers participated in the study, on a voluntary basis. While forming the study group, it was
intentionally preferred that prospective classroom teachers took the School Experience course. To collect data, a
semi-structured interview form was prepared by the researcher. The form included 4 questions on demographic
characteristics and 3 questions on the research topic. Data obtained from the study was analyzed by using descriptive
analysis, which is widely used in qualitative studies. Certain conclusions were made based on the results obtained
from the research. Some of these conclusions can be stated as follows: 1. Some of the most common student
misbehaviours in primary schools, according to prospective classroom teachers, are quarrelling with friends, talking
without taking permission, complaining, chatting among themselves, and wandering around the classroom. 2. Some
of the most common teacher misbehaviours in primary schools, according to prospective classroom teachers, are
extreme yelling, constant use of a particular method, discriminating students over one another, and cancelling play
and physical activity lesson.

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DOI: https://doi.org/10.5430/wje.v8n6p11

Copyright (c) 2018 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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