Teachers’ Coping Style and Classroom Management Strategies toward Student Misbehavior among Bahir Dar University

Abstract

Background: Student misbehavior is disrupted during the teaching-learning process, creating psychological and physical discomfort that affects the achievement of educational goals. Aim: The current study was to explore the relationship between teachers’ coping styles and classroom management strategies toward student misbehaviour. Methods: The researchers used a correlational research design. Results: The independent t-test result shows there was a significant teacher gender difference that is observed in student misbehaviour and coping styles. The correlation result indicated a negative relationship between passive avoidant teachers coping styles with recognition and reward and discussion methods of classroom management. Social problem solving was positively and significantly related to recognition and reward and discussion, and negatively correlated to hinting and aggression. Conclusion: Teachers' gender and their coping styles were significant predictors of student misbehavior. The study recommended that it is essential to design and build a smooth relationship between student and teacher that can effectively minimize the chances of the happening of student misbehavior, and can solve the problem easier.