Do Teachers and Students Agree in their Perception of What School Discipline Is?

Haroun, Ramzi F.; O’Hanlon, Christine

doi:10.1080/0013191970490303

Cited by 16 publications

(16 citation statements)

References 5 publications

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“…In the literature, results sometimes do show differences between younger (twelve-year-old) and older (nineteen-year-old) pupils in respect of e.g. school discipline (Haroun and O'Hanlon, 1997). The older students in Haroun and Hanlon's study have a more balanced judgement on the necessity of school discipline and good student behaviour, which is in accordance with the serious and balanced way our respondents approached the questions raised in this study.…”

Section: Discussionsupporting

confidence: 68%

“…The variables that often influence burn-out research findings, i.e. type of school, number of students taught (Burke and Greenglass, 1989), and grade level taught (Haroun and O'Hanlon, 1997) were homogeneous in our study, and may have added to the validity of our results.…”

Section: Discussionmentioning

confidence: 60%

“…The literature supports our assumption. Pupils and students have sensible views on their classroom environment (Batten, 1988;Hofstein et al, 1980;Levine et al, 1996;Raviv et al, 1990), on school discipline (Haroun and O'Hanlon, 1997;Scarlett, 1988), and finally on teachers as persons (Tatar, 1998;Jules and Kutnick, 1997).…”

mentioning

confidence: 99%

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Students' Perceptions of the Incidence of Burn-out among Their Teachers

Evers

Tomic

2003

Research in Education

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 60%

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Students' Perceptions of the Incidence of Burn-out among Their Teachers

Evers

Tomic

2003

Research in Education

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“…There are many quantitative research studies investigating ways to tackle discipline from the point of view of the students (Duman, Cetin & Gelisli, 2004;Infantino &Little, 2005;King, Gullone & Dadds, 1990;Lewis, 2001;Oz &Sadik, 2015;Sadik, 2008;Sahin & Arslan, 2014;Sahin& Altunay, 2011;Tulley & Chiu, 1997) through questionnaires and scales. While the number of qualitative research studies focusing on how students perceive discipline is limited (Boyaci, 2009;Haroun & O'Hanlon, 1997;Kiptala et.al., 2011;McMasters, 2002;Turhan & Yaras, 2013), no study is available addressing the issue by means of metaphors. Actually students are the ones expected to behave properly in class and at school.…”

Section: Introductionmentioning

confidence: 99%

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Sadık¹

2017

EUROPEAN J ED RES

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This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the "Discipline Metaphors Survey (DMS)" developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students' views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, informing everybody about the rules. Children's perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.

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“…When examining related literature, it can be seen that discipline is defined as obeying the rules, controlling yourself, and obeying the social order (Başaran, 2000;Carter ve Doyle;Eggen & Kauchak, 2001;Haroun & O'Hanlon, 1997;Kabaklı Çimen & Karaboğa, 2015;Nelsen, Lott & Glenn, 2000;Saygılı & Gürşimşek, 2008;Wainryb, 2006); preparing an educational environment according to the goals (Akpınar & Özdaş, 2013;Tunç, Yıldız & Doğan, 2015;Skaalvik & Skaalvik, 2009) and a learning process (Neff & Helwing, 2002;Raby, 2012;Sağnak, 2008). Being systemic as well as controlled and establishing the necessary classroom environment for the students is the basic of effective learning and the social life for teachers whereas fulfilling the responsibilities, behaving according to the environment and obeying the rules is the basic of effective learning and the social life for the students.…”

Section: Discussionmentioning

confidence: 99%

Examination of the Views of High School Teachers and Students with Regard to Discipline Perception and Discipline Problems

Sadık

Yalcin

2018

JETS

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This research is a qualitative study comparatively examining the views of high school teachers and students related to discipline perception and discipline problems. The study has been realized at a vocational school during the 2014/2015 school term. Maximum diversity and criterion sampling methods have been followed for the formation of the study groups with 18 teachers and 16 students. The data collected through semi-structured interview forms has been evaluated by content analysis. As a result of the study, it has been observed that the teachers define discipline as a wholistic system, self-control and providing the necessary learning environment, while the students define it as self-control, obeying the rules and respect. The participating teachers, who agreed on the idea that discipline does not mean bullying or passivizing the individuals, described rudeness, lack of interest in the lesson and misbehavior as disciplinary problems. According to the teachers, not fulfilling the responsibilities and rudeness; according to the students, preventing the course from running and not being interested in the course are the most experienced discipline problems at their respective schools. Pursuant to the acquired results, the students differ from the teachers by thinkink that behavior such as not obeying the directives, using hazardous items and harming the environment/objects are the most common problems.

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Do Teachers and Students Agree in their Perception of What School Discipline Is?

Cited by 16 publications

References 5 publications

Students' Perceptions of the Incidence of Burn-out among Their Teachers

Students' Perceptions of the Incidence of Burn-out among Their Teachers

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Examination of the Views of High School Teachers and Students with Regard to Discipline Perception and Discipline Problems

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