The Challenging Behaviors Faced by the Preschool Teachers in Their Classrooms, and the Strategies and Discipline Approaches Used against These Behaviors: The Sample of United States

Abstract

This research aims to investigate the most frequent challenging behaviors faced by preschool teachers in their classrooms and the strategies and discipline approaches they adopt against these challenging behaviors. This research is conducted within case study design, which is a qualitative research method. The study group consists of 10 different preschool teachers teaching for children aged four-five in a city in the mid-south region of the United States. The research data was collected through one-to-one interviews performed by the researcher with the teachers. Content analysis was used to analyze the data obtained as a result of the interviews with the teachers. In the study, the challenging behaviors faced by the preschool teachers were asserted as the behaviors occurring under the themes of "accommodation problems" in the first place, followed by "self-control inadequacies" and then "absence of prosocial behaviors", and "deficiencies in assertiveness skills". The result of this study showed that preschool teachers mainly adopted multiple appropriate strategies which contribute to creating a warm classroom environment in their classrooms. It was stated that the discipline approach based on behavior change was mostly used as well as the instructional and effective communicational approach was partially used, while the assertive discipline approach was rarely used. It is recommended that the strategies and discipline approaches of teachers for dealing with challenging behaviors should be positively improved through supporting the knowledge, skills, and experiences of preschool teachers in the dimension of classroom management.

The Influence of Teacher Discipline on Teaching Effect and Students’ Psychology in Universities and the Normative Suggestions for Discipline Behavior

“…Punishment can enable students to experience setbacks and failures, enhance their psychological endurance, and hone their will ( Aksoy, 2020 ; Jain et al, 2020 ). The road of growth in life is not smooth, there are always setbacks and failures.…”

Öğretmen Adaylarinin Sosyal Beceri̇ Öğreti̇mi̇nde Kibris Masallarinin Kullanimina Yöneli̇k Görüşleri̇

“…Böylece günümüzde ihtiyaç duyulan sosyal becerilerin öğrencilere kazandırılması daha anlamlı öğrenmelerle mümkün olabilir. Öğretmen adaylarının belirttikleri görüşler ile literatürde masalın çocukların sosyal beceri öğrenmelerine gösterdiği etkiler paralellik göstermektedir (Aksoy, 2020(Aksoy, , 2021Cihangir, 2013;Wening vd., 2022).…”

The Effect of the Motivational Climate on Satisfaction with Physical Education in Secondary School Education: Mediation of Teacher Strategies in Maintaining Discipline

“…In fact, it is thought that perceived satisfaction with PE classes might, to a greater extent, be influenced by the role that the teacher plays within the classroom. Some studies [8,9] show that the teacher's role can be seen as one of the reasons for generating discipline in the PE classroom; so much so that some authors highlight the motivational climate generated by the teacher in the classroom as being responsible for the students' successful or failing behaviors [10]. Previous surveys [8,11] have demonstrated the need to investigate in more detail the role played by the teacher in sustaining discipline and influencing the social environment in the classroom.…”

“…Some studies [8,9] show that the teacher's role can be seen as one of the reasons for generating discipline in the PE classroom; so much so that some authors highlight the motivational climate generated by the teacher in the classroom as being responsible for the students' successful or failing behaviors [10]. Previous surveys [8,11] have demonstrated the need to investigate in more detail the role played by the teacher in sustaining discipline and influencing the social environment in the classroom. However, to date, we are unaware of any research that has examined the effects of the PE-teacher-generated social climate in the classroom on subject satisfaction.…”