Who Is Responsible for Students’ Challenging Behaviour? A Study of the Causal Attributions of Teachers to Challenging Behaviour in Primary Schools in West Bengal, India

Susmita Patnaik,Umesh Sharma,Pearl Subban

doi:10.3390/disabilities2010005

Abstract

The aim of the study was to understand the causal attributions of teachers to challenging behaviours in primary classrooms in West Bengal, India. Data from 21 teachers from government and private primary schools were collected using semistructured interviews. The study investigated the types of challenging behaviours as perceived by teachers, their causal attributions, and the strategies suggested by the teachers for managing them. The participants described challenging behaviour broadly, and it was divided into four categories: aggression, disruption, talking, and noncompliance. They reported the causes of challenging behaviours in five broad categories: home- and parent-related causes (family violence, busy parents); social causes (socioeconomic conditions); student-related causes (disabilities); school- and teacher-related causes (large class sizes); and government- and policy-related causes (banning corporal punishment). The teachers predominantly recommended employing proactive strategies, such as improving teaching strategies, collaborating with parents, and building relationships with students. A small group of teachers recommended using reactive (e.g., discipline and threats) strategies to manage challenging behaviours in their classrooms.

Highlights

Academic Editors: Reinie CordierThere has been an increase in challenging behaviours in classrooms in recent times, and it has become a matter of concern for teachers worldwide [1]
In an attempt to address this gap, this study focuses on examining the causal attributions of teachers to challenging behaviours in India, and the strategies they consider as appropriate responses to such behaviours
This study aims to investigate the causal attributions of teachers to challenging behaviours, and the strategies used by teachers in primary schools in West Bengal, India

Summary

Introduction

There has been an increase in challenging behaviours in classrooms in recent times, and it has become a matter of concern for teachers worldwide [1]. Teachers who are overburdened by nonteaching duties, administrative tasks, and a lack of support in school settings feel stressed and burned out when managing challenging behaviours in their classrooms [2,3]. The present study focuses on Indian teachers’ perceptions of challenging behaviours, being mindful that research on this aspect of teacher perception is largely lacking within South Asia. This study examines teachers’ perceptions of challenging behaviours, and the practices they employ to manage challenging behaviours in primary schools. We believe research examining the perceptions and practices of schoolteachers is necessary, as it can guide the development of pre- and in-service teacher education programs and may have significant policy implications for the education sector at large

Objectives

Methods

Results

Discussion

Conclusion