An ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in Irish primary schools

Abstract

ABSTRACT Student behaviour is a perennial concern for educators, parents, and policy-makers alike. The present study involved an ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in primary school classrooms in the Republic of Ireland. Online survey data from 1035 primary school teachers revealed that the most frequent unproductive behaviours were non-disruptive or low-level disruptive behaviours, with perceived frequency being influenced by teaching experience, school disadvantage status, and teacher self-efficacy. Encouragingly, the most frequently used classroom management strategies were ecologically-informed, evidence-based preventative approaches, whereas the least frequently used were reactive, unplanned, punitive practices. However, relational practices, skills teaching and partnership with parents did not feature prominently. Giving due regard to the limitations of self-report data from a convenience sample, it is suggested that boosting teachers’ understanding and use of practices both to connect with students and parents and to enhance student social-emotional competence is a fundamental target for teacher education.