Student Misbehaviour and Teacher Coercion. A Comparative Study of Contextual Factors in Primary and Secondary Education Teachers.

Santos Orejudo,Eva Vicente,María Jesús Cardoso,Juan-José Navarro

doi:10.3390/ijerph17249429

Santos Orejudo, Eva Vicente + Show 2 more

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https://doi.org/10.3390/ijerph17249429

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Abstract

This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Aragón (Spain). This study forms part of the 2017 Coexistence Study in Aragón Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.

Highlights

School life involves a high diversity of stakeholders: students, teachers, management teams, parents, support personnel, services, administration, managers of out-of-school activities associated with schools, and others
The analyses revealed a good fit with two factors (χ2 = 403,699, d.f. = 134; p < 0.001; root mean square error of approximation (RMSEA) = 0.049; comparative fit index (CFI) = 0.973; Tucker-Lewis index (TLI) = 0.966)
The analysis of indirect effects allowed for a better understanding of the effects of the exogenous variables on the endogenous ones, when it came to analysing which variables had effects variables on the endogenous ones, when it came to analysing which variables had effects on teacher coercion (F8) through F7

Summary

Introduction

School life involves a high diversity of stakeholders: students, teachers, management teams, parents, support personnel, services, administration, managers of out-of-school activities associated with schools, and others. One way of dealing with these relationships is to analyse student–teacher interactions via the construct of so-called disruptive conduct or misbehaviour, which can be displayed by both students and teachers alike [1]. Cross-cultural studies [2] have revealed that misbehaviour is a phenomenon that appears in several cultures. The role of leaders, guides, or mediators, which is attributed to teachers in these interactions [3], reinforces the need to examine these relations in more depth from a teacher perspective, as we do in this study

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