Teacher Behavior Unwanted According to Student’s Perceptions

Yildirim, İsa; Akan, Durdağı; Yalçın, Sinan

doi:10.5539/ies.v9n11p1

Cited by 7 publications

(7 citation statements)

References 16 publications

(22 reference statements)

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“…This pattern could be a function of white teachers' bias-rating black students more harshly than they deserve-or black students' misbehavior-acting out more when placed with white teachers versus black teachers". This idea is supported by R. Marzano and J. Marzano (2003) in (Yildirim, Akan, & Yalçın, 2016), the attitudes of the teachers in the classroom has a determinant effect on the student success. Bad behavior of students can disturb others or teacher in the teaching.…”

Section: Introductionmentioning

confidence: 75%

“…The most common misbehaviors of the teachers which cause the students to become afraid, to drift away from the class, to be afraid of their teachers and to take offence are excessive negative criticism, humiliating and embarrassing, yelling with anger (Yildirim, Akan, & Yalçın, 2016) In responding the student's misbehavior, teachers should respond the misbehavior correctly. The teacher could not respond the students' misbehavior freely, because the incorrect response would make new problem for the teacher such as problem with students' parents.…”

Section: Introductionmentioning

confidence: 99%

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Teachers' Response Toward Students’ Misbehavior in the Teaching Learning Process

Sevrika¹

2019

TELL-US JOURNAL

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This research has purpose to find out how English teachers respond towards students misbehavior. The writers used two instruments in gotten the data which were observation checklist, video and field note. The sample was two English teachers who taught at VIII grade of Junior high school in Padang. Writers wanted to know how English teachers respond to passive and active misbehavior that has been done by the students in the teaching learning process. The data were the participants which are teacher 1 and teacher 2 used serious and minor respond toward students' misbehavior. In the students' passive misbehavior they used difference respond. Teacher 1 used serious respond and teacher 2 used minor response. Then, in the active students' misbehavior both of the teachers used serious responds.

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Section: Introductionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Teachers' Response Toward Students’ Misbehavior in the Teaching Learning Process

Sevrika¹

2019

TELL-US JOURNAL

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“…We used two reliable and valid scales (TMC, Teachers Misbehavior Checklist, and ES, Effect Scale) developed and used by [2,8,87,88] to measure the constructs related to students’ perception. To assess conflict-inducing attitude towards students, eight items were used.…”

Section: Methodsmentioning

confidence: 99%

“…The destructive behavior of teachers may result in psychological problems and depression in students [68,82,83,84,85,86]. Likewise, aggressive and violent behavior of teachers not only adversely affects students’ psychological health but also their interactions with other students [87,88].…”

Section: Factors That Tend To Lead To Conflict-inducing Attitudesmentioning

confidence: 99%

Teachers’ Conflict-Inducing Attitudes and Their Repercussions on Students’ Psychological Health and Learning Outcomes

Ali

Ashraf

Shuai

2019

IJERPH

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This paper studied the causes and effects of negative teacher–student relationships on students’ psychological health and educational outcomes, primarily due to negative teacher–teacher interactions. Survey data were collected from 130 faculty members and 746 students of 10 higher educational institutions located in different cities of the Punjab province of Pakistan. Path analysis was used to estimate results. The findings revealed that incivility among faculty members and higher discontent with university resources generates a conflict-inducing attitude in faculty members, which subsequently creates negative behavior in teachers towards students. It was further observed that hostile attitudes of faculty members towards students adversely affects the psychological health and educational outcomes of students at universities. These findings suggest that students’ learning processes can be improved by controlling negative teacher–teacher interactions, which has important implications for institutions of higher learning.

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“…All over, the situation is characterized by the violence coming from parents' actions, the school, and from the state. Schools themselves contribute to violence by the way they do classroom management as this has a meaningful and positive effect on decreasing problematic behaviors in the classroom (Yildirim, Akan & Yalcin, 2016). Critical pedagogy can strengthen democracy, create a more egalitarian and just society, and promote a process of progressive social change (Kellner, 1998).…”

Section: Psychological Violencementioning

confidence: 99%

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

Tangwe¹

2021

Regards Croisés Afrique-Europe. Cahiers Supplementaires

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This study examines violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values of accessibility, inclusiveness, favorable learning climate, tolerance, and responsible behavior. The government of Cameroon has attempted to uphold these values through legislation. In spite of this position, violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning. The study was to understand the effects of violence on their motivation and self-esteem, and its influence on their learning outcomes and the research question focused on the extent of violence in education. A model was operationalized measuring physical violence, psychological violence, structural violence and sexual violence at school and at home, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The study was designed using a quantitative approach with cross-sectional survey for students. Questionnaires were designed from approved scales which had been adopted to the Cameroonian background by two pretests. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The data collection was approved by the regional authorities. The collected data was transformed by controlling the social background and reflecting different types of experiences of violence. The collected information was analyzed using descriptive statistics (means, standards deviation), and inferential statistics (ANOVA). The results indicate an acute prevalence of school violence. Students in Cameroon are affected by four ways of violence. About 20 % of students feel physical violence and psychological violence. More than half of the students’ experiences structural violence and about 23 % have experiences of sexual violence. As a zero-policy on experienced violence is the wished standard, the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. However, a significant relation between different forms of violence and school grades was not found in this study. In addition, the study shows the poor school quality, and a very discouraging socioeconomic background of students. In the perspective paradigm, the schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge. This requires coordinated and focused action. The study develops a number of suggestions for school practice to overcome this situation and suggests follow-up studies.

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Teacher Behavior Unwanted According to Student’s Perceptions

Cited by 7 publications

References 16 publications

Teachers' Response Toward Students’ Misbehavior in the Teaching Learning Process

Teachers' Response Toward Students’ Misbehavior in the Teaching Learning Process

Teachers’ Conflict-Inducing Attitudes and Their Repercussions on Students’ Psychological Health and Learning Outcomes

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

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