Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

Abstract

The objective of this paper is to verify public school teachers' conceptions about indiscipline and to investigate behaviors and/or events that occur in the classroom and are considered indiscipline, their possible causes and ways of dealing with the problem. The literature points out that several factors help in the configuration of frame of indiscipline in schools, but it cannot be ignored as a problem to be resolved fundamentally in the teacher-student relationship, and the educational-school psychologist is therefore an important mediator in this relationship. Forty-eight public school teachers participated in this study, applying semi-structured questionnaires and accomplishing content analysis using the program ATLAS.ti 7. The teachers understand indiscipline as aggressiveness, restlessness, inattentiveness, talking, disrespect to peers and teachers, lack of zeal with material, degradation of the heritage school, emotional problems, etc. About the causes, the analysis shows the categories: "stand out familiar problems" and "personal problems", "social problems", "difficulties in the school-family partnership" and, in a smaller proportion, "didactic and pedagogical questions" and "absence of religiousness". The majority confront the problem by talking with the students and communiques to the family, trying to improve the methodology of the lessons, and just a few teachers share the situation with a director.

Discipline at the school: Examination of school administrators' views about discipline and disciplinary problems

“…In this case, it is inevitable that disciplinary problems arise if teachers' disinterestedness, disagreements and professional inadequacies are added. Similar research results show that adolescent problems, problems experienced in family, and negative teacher attitudes increase discipline problems (Ağır, 1991;Atıcı, 2007;Çerçi, 2009;Çimen & Karaboğa, 2015;Silva, Negreiros, & Albano, 2017;Weishew & Peng, 1993).…”

“…Bu duruma öğretmenlerin ilgisizliği, fikir ayrılıkları ve mesleki yetersizlikleri eklenince disiplin problemlerinin ortaya çıkması kaçınılmazdır. Benzer araştırmalar da ergenlik sorunlarının, aile içinde yaşanan sıkıntıların ve olumsuz öğretmen tutumlarının disiplin problemlerini arttırdığını göstermektedir (Ağır, 1991;Atıcı, 2007;Çerçi, 2009;Çimen & Karaboğa, 2015;Silva, Negreiros, & Albano, 2017;Weishew & Peng, 1993).…”

“…Eğitici rehberlik çalışmaları yapma, uyarıda bulunma, araştırma yapma, öğrenciyi disiplin kuruluna sevk etme ve ceza verme ise izlenen diğer stratejilerdir. Gerek öğretmen gerekse okul yöneticileriyle yapılan benzer araştırmalarda da işbirliği ve öğrenciyle görüşmenin disiplin problemleriyle baş etmede izlenen temel stratejiler olduğu görülmektedir (Demirel, 2013;Duran, 2011;Sackey, Amaniampong, & Abrokwa, 2016;Silva et. al.…”

Conductas disruptivas en Educación Secundaria Obligatoria: análisis de factores intervinientes

“…Cabe preguntarse sobre las relaciones familia-escuela, pues como deducen Silva et al (2017), se conforma como un factor a tener presente a la hora de enfrentarse a los problemas generados por las CD.…”

“…En el proceso E-A, el papel del profesorado es clave para comprender las consecuencias de la relación entre docentes y discentes (Lopes et al, 2017;Silva, Negreiros y Albano, 2017;Hafen, Erik, Ruzek, Gregory, Allen, y Mikami, 2015;Reinke, Stormont, Herman, Wang, Newcomer y King, 2014;Djigic y Stojilkovic, 2011;Nie y Lau, 2009;Kayikçi, 2009). El estilo del profesor influye en el clima de clase y en la disciplina, el autocontrol, la responsabilidad y el éxito escolar de los estudiantes.…”