Perceptions And Experiences Of Teachers In Handling Challenging Behaviour Of Students

Background

This section of the paper will be initiated by providing a small background of the information regarding the occurrence of the perceptions and experience of the teachers in handling the challenging behaviour of the students. This section of the thesis would therefore explain the rationale of the research and the factor that is influential for undertaking the research on a small-scale research on the educational sector in United Kingdom.

The research background explains the fact that misbehaviour among the students like the chronic avoidance of working, interfering in the activities of the students, threatening and harassing the classmates, rudeness towards the teachers, hostility, disruptive talking and defiance that ranges from the frequent to infrequent, severe to mild is a critical issue in the classroom that is faced by the teachers on a daily basis. The teachers have disclosed that these kinds of activities and behaviours within the classroom to be incorrigible and stress provoking and therefore they had to spend a lengthier time frame and energy so as to monitor and handle the classroom (Ullucciand Howard 2015). The misbehaviours among the students have an impact on the effectiveness and smoothness of teaching and even hinder the learning process of the students and their classmates. Furthermore, various previous researches have disclosed that misbehaviour among the students has not only risen with the advent of time but has even decreased the educational achievements and rise in the offending behaviour. In order to mitigate these adverse impacts of the misbehaviour of the students, it becomes essential to discover the actual behaviour that is shown by the students towards the teachers in the classroom. There are two key factors for the undertaking of this research and primarily most of the articles regarding the challenging attitude concentrate on how the teachers can efficiently control the challenging attitude and behaviour of the students. By observing the personal experience of working and practicing as a teacher it seems that the burden of controlling the misbehaviour of the students depends on the teachers as it is addressed as if it is the responsibility of the teachers if the students are not acting in an anticipated way (Taylor et al. 2016).  Therefore, this research is undertaken so as to have an idea about the point of view of the teachers and the perspectives and experiences in dealing with challenging behaviour of the students and what are the steps they undertake in order to control and manage these behaviours and what they have been doing in order to mitigate these kinds of behaviours from the students.

Prevalence of Challenging Behaviour in Classrooms

The interest in having an understanding about the bad behaviours of the students goes back to the time when teaching started professionally in school. The challenging behaviour of the students in a school determines the position of the school in the desired location and the level of reputation the school has gained from the surrounding environment. Oberle and Schonert-Reichl (2016) have expressed that the teachers need to be trained and prepared in order to think about their own mind-set and perceptions and thereby transform accordingly to enhance their understanding of the various challenging behaviours.

The word challenging behaviour has created a number of explanations in the context of the schools which permits the teachers to address the students who have been misbehaving with the teachers in school. The challenging attitude is found to be any form of behaviour and attitude that restricts the learning and developments of children as it is harmful for the child and their classmates who are around them and thereby puts a child at a higher level of risks as the students may fail in the exams and thereby this may hamper their social values as well.

The management of the challenging behaviour in the setting of the classroom is an issue faced by various teachers. According to Felver et al. (2016), most of the students answer positively to a classroom that is effectively organised which can be attained by a passionate teacher who has the willingness to understand their students and thereby construct flexible approaches. The teachers who are very concerned about their students regarding what they are learning have the ability to create a better relationship with their students and therefore are able to understand the behaviour of the students with the help of which they are able to manage the bad behaviour of the students. Hafen et al. (2015) have cited that the teachers need to understand their own mind-set first so that they are able to understand the attitude and the behaviour of the students. The issues with respect to rude and challenging behaviour are a very problematic and contested term. An explanation of what comprises of the challenging behaviour depends on the aspect during which it takes place and how it is looked upon by the teachers. In looking to have an understanding of why certain behaviours are explained as challenging, it is vital to have some amount of understanding of how the teachers look at these behaviours.

Literature Review

The research paper has selected the background location of the research to be in United Kingdom and therefore have selected teachers from various schools of the country in order to attain their feedback with the help of which the analysis would be done in a proper manner.

This research paper that looks to create an understanding about the experiences and the insights of the teachers in dealing with the student behavioural issues within the secondary schools and therefore looks to assess the experience and the perceptions of the teachers in accordance to the challenging behavioural issues given by the students, the plans and the strategies that are utilised by the teachers in order to manage these attitudes and the assistance that is available to the teachers in order to monitor and control the students who have been portraying such kind of misbehaviours (Dicke et al. 2015).

There are certain kinds of behaviours that challenge certain teachers in a way that they do not challenge the others. For instance, there are certain teachers who will be able to tolerate and manage disturbances in their class which others may not be competent. The behaviour of the students has been segmented as good in certain respects and bad in the others. The behaviour of the students are dependent on what they are experiencing in their surroundings and issues they face in their daily life and hence these aspects need to be explored in order to have an idea about the students and thereby the teachers can construct plans and policies with the help of which better behaviour of from the students can be attained.

The problem statement is the section of the paper that looks to evaluate the issues that are related to this topic and thereby understand the kinds of experiences that are faced by the teachers with respect to the attitude of the students. The relationship between the “teachers” and the “students” within the classroom determines the level of interaction among each other and even ascertains the extent of knowledge that is shared in the classroom that is useful in sharing of knowledge and development of the students in terms of literacy. Hence, it is essential for the researcher to undertake research with the help of which the level of experience and the perceptions associated with the behavioural issues of the students can be understood in a precise manner.

The actual aim of the paper has been to contribute to the already existent literature pool on the experience and the perceptions of the teachers in regards to the behaviour of the students and to generate suggestions on additional clarification and the understanding of the perceptions and the understandings of the teachers with respect to the challenging attitudes and how they would be controlled in an effective manner. The research objectives that have been proposed for this thesis are:

• To assess the experience and the perceptions towards the behavioural issues and the management of the behavioural issues of the students.
• To assess the assistance that is available to the teachers for dealing with the students who demonstrate challenging behaviour.

Methodology

The “research question” are the questions that would be answered by the researcher with the help of the current thesis paper and thereby answer the issues that are persistent in order to gain results that would be helpful in answering the kind of experiences of the teachers in accordance to the behavioural issues of the students. The research questions related to this topic are as follows:

Q1. What are the behaviours that the teachers consider to be challenging?

Q2. What are the strategies that the teachers employ in order to control and manage the challenging behaviours?

Q3. What is the extent of support that is available to the teachers in order to control such behaviours?

This thesis paper comprises of a total of five chapters and each one of the chapters have their own significance and therefore have been able to answer the issues they are accountable to answer.  The first section of the paper provides an indication of the research topic along with the background, objectives and research questions thereby taking the research ahead. The literature review looks to answer the various terms and topics that have been considered in order to have an understanding of what the previous researchers have explained in accordance to these issues and topics. The methodology section of the paper has the intention of disclosing the type of data that would be used in this paper and the process that is ideal for this paper in order to gather the data so that analysis of the same can be completed within the given timeframe. The discussion related to the analysis is provided that can be helpful to the reader in having knowledge about the kind of experience faced by the teachers and accordingly the conclusion of the thesis can be framed with the help of which effective level of recommendations can be given and any scope of further research on the same topic can be addressed.

The literature review tries to put a stress on the explanations and the definitions that are related with the challenging behaviours with an explanation on the distinct kinds of behaviours that have been demonstrated by the students and have been regarded to be challenging after which a discussion in the literature in accordance to the insights and the experiences of the teachers and the plans used to control these attitudes.

The next part of the literature examines the teacher and student relationships and assortment in the preferences of learning that is complemented by the last section that undertakes a discussion based on the function of the school in assisting the teachers in handling the behavioural issues of the students.

Data Analysis

The word challenging attitude is a complex term. An explanation of what consists of the challenging behaviour is dependent on the aspect with respect to which it may take place and how they are experienced by the teachers (Heiman and Olenik-Shemesh 2015). In order to have certain understanding of why some of the behaviour of the students has rude behaviour, it is vital to have certain understanding of how the teachers have been able to experience these behaviours. There are certain kinds of behaviours that would throw a challenge at certain teachers.

There have been several numbers of definitions with respect to the word “challenging behaviour” which allows the teachers to add tags to the students who have been doing things and behaviours that are unacceptable in school.

The behavioural complexities are another kind of tag that have been recommended by Brunsting, Sreckovicand Lane (2014) and proposes that the behavioural issues is the factor that destroys the physical security of the student or even threatens to the creation of damage and restricts the entry of the students to the general environment and even interferes in the communal acceptance, feeling of personal wellbeing and their educational performance.

Gregory et al. (2014) addresses the behavioural issues as the antisocial behaviour that may have a range from aggression and hostility to a less amount of annoying defiance. They recommend that antisocial behaviour is generally the most damaging attitude trend that the students and the children can adopt and it is the one that sets them for the lifetime of sadness, failure and dissatisfactions. Katz (2015) even explains that social behaviours on the contrary to the antisocial behaviour is that which addresses the positive, cooperative and conjointly acceptable forms of the communal behaviour. Webster et al. (2015) explains that challenging behaviour can even lead to behaviour that is disruptive in nature.

There is clear argument with respect to which classroom behaviour is recognised as challenging and behaviour is relative to the context with respect to the cultural, social, historical and environmental and to the differences in the explanations and variations that recommends that behaviour and learning is culturally and socially gained. The behaviour can be looked upon as unacceptable at one kind of setting and is quite acceptable in the other setting. The communal setting in one atmosphere may permit for acceptable behaviour which may not be accepted in the other (Asterhan and Rosenberg 2015). There are various anticipations in accordance to the behaviour in the various settings and some of them may overlap each other. Conversely, people usually behave with respect to the contextual social anticipations.

Conclusion

In circumstances, failing to obey the expectations and the rules leads to the creation of becoming unacceptable by the society that constructs the anticipations and rules. The student who has demonstrated challenging behaviour will thereby have problems with belonging to the society.

The challenging behaviour are the tags that have been implied by other individuals who are generally not close to the students and may explain the impact of the behaviour of the student over them rather than saying more about the behaviour itself. This is generally an issue when the tags coming given to the students are from various cultures (Vega, Moore IIIand Miranda 2015). The teachers require to be aware that the most influential culture in the classroom will generally be the culture they desire and this would have an influence in the culture and when the students do not understand this culture there leads to a differentiation, which may lead to the bad behaviour among the students.   

The teachers hence look to think about undertaking the caution before they make a statement that a student is exhibiting the behavioural issues. The teacher can generally establish a classroom environment in the process of their own experiences during their childhood and the influences from the culture.

Craig et al. (2018) debates that behavioural issues will be challenging that is based on the present contextual scenario which have enhanced and maintained behaviour. It can be debated that behaviour is explained as challenging due to their distinct impact on everyone in the society.

Patton et al. (2017) segments the behaviours in accordance to the context with respect to which the behaviour is portrayed, time, audience and environment and according to the individual who is looked to be harmed. Hoglund, Klingle and Hosan (2015) on the other hand provide four tags for the kinds of behavioural issues which may be disclosed in any kind of contextual setting. The labels on the other hand may variable meanings and knowledge for the meaning that is understood by the students. Wang and Sheikh?Khalil (2014) debate that the teachers need to be certain that their anticipations of how the student behaves is not dependent on the attributed tag which can be given to them from the previous teachers and even from the previous events. In the same manner, teachers need to look into how the context within the setting of the classroom or environment and their own experiences and perceptions of what is acceptable and the one that is not acceptable behaviour that may have an impact on the behaviour. Additionally, the tag given to the attitude may not always be justified by the programs that lead to the incidents or the aspects that the behaviour has taken place specifically when the students are coming from variant cultures and backgrounds which is seen in various schools in United Kingdom.   

Recommendations

It is essential to identify the fact that some of the students are generally pressurised or compelled to misbehave when they are provided with a tag and thereby provided with a powerful mean to have an influence on the behaviours of the others.

The explanation of the teachers in accordance to the behavioural issues addresses in section the actual evidence about the trends of difficulty. They even address an extent of incomplete distortions and perspectives. The explanations of the common teachers with regards to the misbehaviours generally are heard in the staffrooms generate issues entirely with the students or their local community. According to Maguire, Braun and Ball (2015), these are the deficits related to the judgment on the aspect of the teachers to establish deficit and negative thinking which can have a hostile impact on the esteem of the students and the teachers, relationship and class environment and may transform the school ethos in accordance to the discipline. Skinner and Beers (2016) believe that it is a general practice for the teachers to construct negative concentration on the behaviours that are unacceptable which generates a kind of punishment that is ideal with the crime approach when handling with the behavioural issues in their classrooms.

There is a greater level of agreement among the teachers about what behaviour is restricted and the one that is demanded. It is seen that the teachers discover to be easier to explain what they would not bear than to address the suitable behaviour that may be required. This is perhaps an outcome of the concentration of the culture on punishment as the key means of controlling the behaviour.

The process addressed by Ryan, Kuusinen and Bedoya-Skoog (2015), in accordance to punishment as an outcome of the consequence has observed a number of schools develop a negative behaviour towards the behavioural issues by utilising control and power. Control and power are dependent on the significance of the teacher in order to ascertain how the students should behave and the steps that would be taken in order to persuade them. There are numerous teachers in schools who look to make use of various models that are available in order to motivate the students so that their behaviour remains proper. McGrath and Van Bergen (2015) have expressed that zero tolerance should not be the motto of the teachers as it is feared that zero tolerance may create zero care and may hamper the level of responsibility among the teachers. The teachers need to be consistent and fair in terms of enforcement of the results. A general explanation of a teacher in terms for an incident is that it is the fault of the students and hence the students need to handle any kind of results and may even be punished. On the other hand, the teachers confronting an angry student in the public who is looking to deal with an event which the student has created can lead to severe damages to the self-efficacy and self-esteem.

Scope for Further Research

Crum, Waschbusch and Willoughby (2016) have stated that in certain cases, the teachers generate injustices for the students when they focus on the behaviour of the students rather than talking with the students about what is vital to them in order to construct a healthy relationship with them. In order to focus on the physical behaviour that has been exhibited alone will be ineffective in giving out a safe and healthy working environment for the students. Focusing on the physical behaviour that has been exhibited does not consider those personnel who reveals, anxious, withdrawn, docile and depressed attitudes who are generally overlooked by the teachers as they look to concentrate on managing the behavioural challenges of the aggressive and the louder students.

When the teachers sustain to think that disruptive behaviour is that which restricts the learning of the others, they do not look to acknowledge what the student may be looking to communicate and what the student understands about the reason why such behaviours have taken place (Tsouloupas, Carson and Matthews 2014). The teachers being in a professional position provide an adult point of view of the experiences of the classroom and it could be debated that this has been based on the assumptions that have not been questioned. It is the role of the teachers being professionals to be more competent than the students to preserve control of their own behaviour in challenging scenarios and to structure more ideal behaviour to their students.

There have been several researches that have been undertaken recommending that how the teachers idealise the factors for such behaviours that are looked upon as disturbing and worrying have a strong and binding relationship to their emotions and cognitive reactions to the behaviour. This explains that the teacher may not be unaware that they are not concentrating on the grounds of the behaviour but merely on the behaviour itself. Breeman et al. (2015) even recommends that the action of the teachers towards their students may be the after effect to the behaviour of the students and this explains that the teachers may generally respond in a knee jerk reaction.

During the time when the teachers complain they do not have knowledge about a specific child when they misbehave and behave rudely and the things that they may be saying is that they are not conscious of the intention or the purpose of the behavioural goal of the students (Able et al. 2015). The function of the management of a school is to make sure that the teachers are alert about the differences in the culture and do not indulge in deficit thinking and are very accessible to the perceptions of the other teachers in accordance to how the students behave and learn. The schools even need to be conscious of how the students react to various kinds of learning environment, various contexts of learning and variations in the style of teaching.

It can be inferred that this section of the paper explains the significance that the teachers have a personalised definition of the challenging behaviour and thereafter answer on their own individual perceptions and the beliefs in accordance to the understanding of the behavioural issues.

Kraft et al. (2015) have explained that these are the actions that the teachers take so as to enhance the learning of students. There is an effective documented proof that explains that the role of the teachers is crucial in the learning for the students and that efficient learning practices have an optimistic impact on the students and their learning and behaviour.

However, not every teachers have sufficient professional expertise in order to handle the behavioural issues and optimise learning in the classroom. The environment associated with teaching is looked upon as experiencing constant transformations according to the advent of time. The role of the teachers in the previous time period was to distribute imperative classroom information along with certain co-curricular activities but in the current time period, the responsibilities of teaching have widened well over providing content of the classroom (Cheon and Reeve 2015). The other component to this is the requirement that is necessary for professional development that can assist the teachers to acclimatize to the transforming environment and assist them to perform their job in an effective manner.

Gregory et al. (2016) explains that the environment in which the transformations can occur is very imperative to the self-effectiveness of the teachers and the effectiveness has been looked upon to be critical in the ability of the teachers in managing the stress and burnout and even the behaviour of the students. If the teachers are not comfortable and do not enjoy what they are doing then it becomes difficult for the teachers to manage the behaviour of the students especially the ones that are challenging and this can have an impact the process of learning. This explains the fact that the teachers are a very significant factor and have an essential job to play in ascertaining the effectiveness of the educational system. Bullock, Coplan and Bosacki (2015) assists this point of view and explains that it is essential to recognise and look into the issues around the learning of the teachers and assist in the development of effectiveness and mitigate the level of pressure.

Lazowski and Hulleman (2016) has the opinion that there is no critical formula for handling the issues regarding the behaviour but it is not certain that positive and strong relationship are the core factors in generating a safe classroom environment. Effective level of teaching mechanisms can be influential in handling the challenging behaviour of the students. Most of the students react positively to an effective and organised classroom that is developed by experienced and encouraging teachers who addresses a keen interest towards the students and what they have been learning.

The experienced and the successful teachers create a high value on creating mutually trusting positive and respectful relationships with their students which permits to an enhanced concentration on understanding the potential and motivate learning and monitor the behaviour of the students in an effective manner. Wang, Hall and Rahimi (2015) have explained that the teachers do not have any distinct gender, age and ethnicity, kind of the training of the teachers and the professional development and even experience in an area and thereby is able to maintain and develop successful and positive relationships with their students. The things that matters is the attitude, efforts, values and skills of the teachers that would assist in creating a healthy and positive relationship that is to be create which would even assist the learning of the students. The teachers should not only be thinking about their students in a positive manner but even undertake steps that can improve the behaviour of the students (Wang and Degol 2016). Hence, it can be said that teachers can create a priceless contribution to the classroom and they can even make a difference for all their students.

The literature review has therefore looked to explain the fact that good amount of communication, respect and management among the teachers and students can have an impact on the behavioural issues of the students and the maintenance of a good amount of relationship and a positive classroom environment can improve the behaviour and the learning of the students. The students are the future of a nation and it is a critical factor that their behaviour is strong and good so that they can receive education and create a future for themselves.  

The methodology of the research segment tries to address the mechanism with the help of which the researcher has looked to gather the information that is in accordance to the research topic and therefore with the assistance of this data the researcher can conclude the thesis in an effective manner. The methodology section of the thesis comprises of the several sub sections that are the research philosophy, research design, research approach and the method of data gathering, the method of analysis of the data, the process of sampling and sample size and various other aspects that are effective enough to gather data that is suitable for this research (Lewis 2015). These elements can be helpful in having knowledge about the experiences of the teachers in understanding the behavioural issues of the students in the secondary schools. The goals and the objectives of the thesis paper is constructed in order to have an understanding of the data that is ideal for the research paper. The methodology section even highlights the ethics of the research so that the readers can be rest assured that data is authentic and true.

The research onion is one of the significant sections of the segment in order to gain knowledge and idea about the precise and effective mechanisms and tools that would effective for the completion of the paper. The onion provides an efficient development with the help of which the desired methodology in accordance to this paper can be developed (Brinkmann 2014). The numerous layers of the onion are related directly with the process of the research and the devices that can be made use of by the researcher. The onion of the research even assists in precise use of the research philosophy, plans and time frame.

The philosophy of the research tries to assess the process and the method that is vital for analysing the experiences faced by the teachers in accordance to the behaviour of the students in the secondary school. The level of the research philosophy even identifies the features and the quality of the knowledge and the idea that has been generated. The research philosophy is of three kinds and each one them are known as positivism, realism and interpretivism. McCusker and Gunaydin (2015) explain that the philosophy of the research that is selected by the researcher is appropriate for the research paper and this is dependent on the goals and objectives constructed by the researcher. The philosophy of positivism is incorporated when the researcher looks to address the structures and the theories that are related directly to the topic of the research and even provides additional information that is authenticated with the help of the research goals and the objectives. In the same manner, the philosophy of realism is in relation to the actual information and values that is in relation to the present scenario of the topic which has been validated by the researcher. Bozkurt et al. (2015) defined the philosophy of interpretivism to be a wider aspect of the philosophy and therefore tries to address the current scenario and the data that is provided in the research and even explains the psychological classification among the incidences and the facts.

However, by observing the current research topic and the objectives that is constructed by the researcher, it is justifiable that positivism philosophy is idea for this research and therefore the researcher has decided to use the same as there are numerous elements that requires to be explained by the researcher and in the same manner all the aspects that assists in having an understanding of the understandings of the teachers with respect to the behaviour of the students can be understood in an effective way. The selected philosophy addresses all the figures and the evidences that are accessible to the researcher and in the same manner assessment can be undertaken in order to gain precise results for the thesis paper.

The approach of the research is one of the significant aspects that have been undertaken by the researcher so as to construct the thesis of the investigation in order to come up with the practical and the projected end result for the current thesis paper. Rodríguez-Barranco et al. (2017) in this aspect addressed that the research approach supports the researcher to reveal the procedure and the actions that can be influential for the initiation of the demanded operations for the completion of the paper. Research approach consists of two kinds and they are deductive approach and the other one is the inductive approach.

Nosek et al. (2015) explained that inductive approach is even known as inductive reasoning initiates with the theories and the observations that have been proposed towards the conclusion of the process of the research as an outcome of the observations. The inductive approach associates with the discovery for the trend from the various series of hypotheses. In this process the hypothesis and the theories are not applicable at the beginning of the research and the researcher is therefore independent with respect to substituting the direction of the thesis after the procedure of the research has been initiated.

It is significant to make a note that inductive approach does not infer disregarding the theories when constructing the research objectives and questions. This approach looks to create the explanation from the data that is selected in order to recognise the relationships and the trends in order to construct the theories but on the other hand, inductive approach does not restrict the researcher from making use of the theories that are already existent in order to construct the research questions that is to be discovered. Inductive reasoning is dependent on gaining an understanding from the experience. The trends, regularities and the resemblances in the area are monitored in order to reach the end result.

Smith and Osborn (2015) explained that deductive approach is associated with the construction of the objectives and the hypotheses that is based on the theories that are existent and then framing a research strategy in order to examine the hypothesis.

Forman et al. (2015) explained that deductive means the explanation of the various models and theories that are used in order to collect the data and thereby undertake the analysis process. If a link or a causal relationship is incorporated by a specific case or an instance, then it may be true in several circumstances. A deductive approach might examine to observe if this kind of relationship get obtained from more specific scenarios. Deductive approach can be defined as the measure of hypotheses which can be attained from the schemes of the theory.

The research approach that can be implemented by the researcher in this paper is looked upon as the deductive approach because of the fact that in this thesis the researcher looks to collect data from the responses with the help of interviews so that precise level of knowledge about the experiences of the teachers in accordance to the behaviour of the students can be known. The researcher would even look to make use of the data that is existent from previous researches and accordingly an idea can be obtained with the help of which the outcome can be attained. The researcher has the intention of undertaking qualitative data assessment with the assistance of which answers from the respondents may be known. Gobbo. and Shmulsky (2014) explained that positivism philosophy is directly associated to the qualitative data assessment with the help which the information that is recorded can be evaluated by taking help of the previous theories and patterns that are still existent and the proven knowledge and ideas. In accordance to this thesis paper, it is therefore seen that deductive approach is suitable.

The researcher has not tried to incorporate the inductive approach as this process does not utilise the quantitative assessment. In addition, the researcher does not have the intention of framing new structures and frameworks for ending the thesis and so inductive approach is not appropriate for this paper.

The design of the research that is related to this thesis helps the researcher in framing the pathway of the paper in order to reach the particular objectives that is reliant on the objectives of the research thesis. Figueroa-Domecq et al.(2015) addressed that this segment of research methodology is helpful to the researcher to give out certain knowledge and understanding by regulating the outcome with the help of which the parts that are remaining can be concluded with accordance to this paper. There are three sorts of design that is accessible to the researcher and the designs are “descriptive research design, explanatory research design and exploratory research design”.

Descriptive research design is undertaken in order to explain the features of the population or the circumstances that is being examined. This design does not look to respond about when, how and why the features have taken place. On the other hand, it looks to address the questions that have been constructed. The features have been used to explain the scenario that are some sort of categorical propositions which is even known as descriptive categories. This design is used for the purpose of averages, frequencies and the other statistical computations. The best process prior to undertaking the descriptive research design is to undertake a survey for the purpose of assessment.

Moon et al. (2016) explains that exploratory research design looks to merely discover the research questions and does not look to provide the conclusive or the final answers to the current problem. This kind of research is generally undertaken in order to assess an issue that has not been explained properly. This design is framed so as to discover the feature of the problem; the exploratory research does not look to give out effective evidences but assists in having a better knowledge about the issues. During the time of undertaking the research, the research should have the willingness to transform their direction and as an end result of disclosure of fresh data and new insights.

Totawar and Prasad (2016) addressed that exploratory research design does not look to give out the conclusive and the final solution to the research questions but merely examines the research topic with dependent extents of the depth. It is seen that exploratory research design is the primary research which forms the foundation of more extensive researches. It can even be helpful in ascertaining the sampling method and the process of data collection.  Exploratory research looks to handle the new issues on which no past researches have been undertaken. On the other hand, explanatory research design is helpful in explaining the causal relationship by predicting the coming outcome that generated out of the method that is still existent (Kim et al. 2014).     

The present paper has the intention of understanding the experiences of the teachers in accordance to the behaviour of the students in the secondary schools and therefore the researcher has looked to incorporate exploratory research design. It is due to the fact that this paper would look for new and innovative data that can be attained from the interview of the teachers so that their feedback and their experiences can be taken into consideration with the help of which the desired result can be attained. Hence, this kind of research design is ideal for this paper and accordingly the outcome that is desired can be attained.

Qualitative data is the data in accordance to the qualities and this is the data that cannot be measured. This kind of data is collected in order to have an idea about the aspects and the elements that are related to the behaviour of the students and the perception of the teachers in relation to this behaviour. It is due to this fact that qualitative data is suitable for this topic as the actual experiences of the teachers can be discovered. Hyett, Kenny and Dickson-Swift (2014) explained the fact that qualitative data provides information on the basis of the actual perception and therefore cannot be measured in numerical facts and figures. The topic that has been taken into consideration tries to create an understanding about the experiences of the teachers with respect to the behaviour of the students. It is due to this fact that qualitative data from the interview of the teachers would be used in order to understand their perceptions and experiences and accordingly an outcome would be attainable.   

The method of collection of data is the method that is undertaken in order to collect the data that is suitable for gaining the outcome that is relevant for the thesis paper. In accordance to this paper, the researcher has constructed a interview transcript with the help of which results that are demanded are acquired. The questions that have been given within the transcript are all open ended questions and therefore it would assist the respondents in giving out the answers that they desire so that their perceptions would be understood. The transcripts that are constructed are on the basis of the topic and the interview that is undertaken is a face to face one so that actual viewpoint would be understood in a better way. In this manner, the data can be obtained with the help of which precise outcome in accordance to the topic can be obtained.

Sampling refers to the process which is utilised in the statistical assessment with the help of which the predetermined number of observations is gathered from a bigger extent of the population. The process that is used to sample from an extensive population is dependent on the kind of assessment that is being performed and this may be inclusive of the systematic and simple random sampling technique (Guglielminotti et al. 2015). This paper has looked to assess the experience of the teachers with respect to the behavioural issues of the students who are studying in the secondary school. Therefore, the researcher has selected four respondents from various schools so that their feedback can be collected. Three of the four participants are teachers while the other one is the principal of a school. In this manner, the viewpoint of the teachers as well the principal would be attained so that an extensive perception can be attained.  

The procedure of data assessment refers to the tools and the techniques that would be used in order to examine the data that is collected from the selected respondents. In this respect, this data can address the answer that is required by the researcher in order to discover the result and accordingly complete the paper in a precise manner. There are different kinds of processes and equipment that is available to the researcher in order to assess the data but the researcher would look to make use of the technique that is cost-effective and would give out the result that is needed in this paper (Alavi et al. 2018). The researcher has therefore looked to use thematic analysis with the help of the interview results so that the overall outcome from the feedback from the teachers can be put forth in the most effective manner.

The data that is collected are reliable and valid as data is collected from the mouth of the teachers and therefore the sources that have been used are valid and reliable. The data results that will be attained can therefore be used for future use as well if desired.

It is essential for the researcher to look into the ethics section during the time of the collection of the data that is required in this paper. The researcher in this sense has maintained the code of ethics and accordingly has collected the data from the teachers in such a manner that all the feedback provided by them are authentic and true and there is no false information embedded within it that can hamper the result of this thesis paper (van Hees et al. 2016). The researcher has ensured that the data is fair and true and confidentiality of the collected data has been confirmed by the researcher so that the personal information of the teachers can be preserved and no external parties can utilise this information. This has motivated the teachers to express their own true views.  

This segment of the paper has been framed in order to discover what the teachers have answered in accordance to the interview questions. The responses that have been received for each of the questions are essential for the discovery of results that is desired by the researcher in accordance to this thesis paper. Each of the questions has been answered in an explicit manner and thereby has assisted the researcher to assess each one of them individually. This section would assess the data and thereafter discussions would be made in order to reach the conclusion.

The summary of this section therefore has been able to explain the fact that all the questions that have been asked to the respondents have been answered in a positive manner and the participants have revealed that relationship, mind-set, perspective and approach of the teachers with the students have an essential job to play in the management of the behavioural issues of the students in the secondary schools.      

From the analysis, it was found that the answers have been attained from the questions that have been able to say that all the variables have been taken into consideration. The variables are responsible to improve the behaviour of the students. It experiences a key job to play the behavioural issues of the students in the secondary schools. Almost all the received answers are positive in nature and thereby explaining the respondents have felt in this manner. The responded teachers and principals have answered the relationships, mind-set, approach and perspective of the teachers with the students which is the essential job. It plays in the management of the behavioural challenges of the students in the secondary schools.

Among four responders, three are teachers and the other one is principal. The principal is the most aged person. Mathematics teacher has the maximum teaching experience of 17 years and physics teacher has least experience of 2 years. Two teachers have experience of teaching in more than two schools. All the responders except English teacher believe that the behaviour of the students has an impact on the level of education in the school. The teachers are interested in good behaviour from the students. English teacher considers that teaching is her profession. The necessity of handling the behaviour of the students is pretty much required in the classroom. Even the English teacher cannot deny the necessity of handling the students’ behaviour in the classroom. Almost everybody focuses on the calmness and quietness of the classrooms. The way outs could be restrictions, rebuking or the adjustment of behaviour. AS per English teacher, the monitor surveillance also could be a great option. The perception of the teacher helps to understand the challenging behaviour of the students could be – the understanding with the help of websites, assignments, books and video documentations. These perceptions are carried out according to the study topics.

The limitations to understand the behaviour of the students as the obstacles are such as the problem to being unable to be nasty. The arrogant students and their attitudes is also problematic. The psychological and external habits can bring the irrespective merit and performance. As per the Physics teacher, the good and sympathetic behaviour can reduce the issues for the teachers. The main role of the teachers is to establish the ‘Teacher-Student’ relationship. Also, the other reasons are to keep the control students in teenage or adolescent period. Other role is to understand the mentality of the students and to create the healthy relationship in the school. It guides and shows the path of progress.

All the responders strongly believe that the contribution of teachers and effective strategies improve the student-teacher association within a school. The Physics teacher highlighted the higher support for increasing the instructional strategies for the betterment of educational environment. The effective strategies are the higher way-outs of exchanging the ideas and experiences about students according to the Principal. The ‘Student-teacher’ association results the significant outcomes with marginal proficiency as per English teacher. School environment have significant role in case of active learning strategies with the help of management of behaviour. The healthy and sustainable environment provides the scope of challenging the behaviour. The self-efficiency enhances the confidence among the teachers that fills the gaps in career and future. The schools also assist the teachers in managing the challenging behaviour of the students. Mathematics teacher highlights the heterogeneity of the students in the high-school to enhance the confidence of the students. The disciplinary climate is also required for creating a better environment. Students should co-operate themselves and support themselves. The attitudes of the students put a significant role in case of the learning performances as per all the responders. Students and their balanced behaviour may uplift the essential communication. The principal consider that calm and interactive classroom is proper for teaching and learning process. The interactive seasons are also the reason of high knowledge which indicates the approach of the teachers.

The perception and approach of the teachers that have an impact on the behaviour of the students reasonably focus that the teachers are the responsible for dealing and accreditation. The mathematics teacher can nurture the students and make the behaviour clean and good. Such kinds of perceptions and approaches may be beneficial for the students. The Physics teacher states that the perception might be helpful for the students. The English teacher stated that a needy student always requires a teacher in and outside the class. The mild and obedient behaviour are the reasons of proper balance of the learning environment. The significance of the teacher-student relationship is not negligible. All the four responders especially the Physics teacher is the influencing factor. Teachers must take a vital role in case of the students throughout the formal learning experience. Vibrant and positive teacher-student relation enhances communication, interaction, behaviour, affection and respect. The skills academically also could be improved in this way. The students also have a crucial role of positive bonding that could be engaged academically. The exploration of classroom programme depends on social-emotional establishment. As per Physics teacher, the schools have supportive effect to construct the teacher-student relationship of the teenager students. The positive teacher-student associations make the students feel safe and secure as per safety and security. It impacts the social and academic outcomes thoroughly.

Conclusion, Recommendation, Limitations and Future Work

Conclusion (Addressing the research aims and objectives)

This section of the paper thesis looks to highlight the outcome that has been attained in the earlier section of the thesis and thereby a proper understanding can be attained as to the experiences of the teachers in handling the behavioural issues of the students. The introduction of the paper has provided various insights with respect to the topic with the help of which the researcher has been able to identify the areas in accordance to which the research can move forward. The background of the study has addressed the various kinds of behaviours that are seen among the students who are studying in the secondary schools. The explanation has been provided in a global aspect and thereby an idea can be attained with the help of which teachers managing the behaviour of the students can be attained. The various kinds of issues that have been faced by the teachers during their time of teaching and their personal experiences have even been taken into consideration with the help of which the researcher can move ahead with this topic. The management of the student behaviour and relationship among the students and the teachers have been addressed in order to have an idea about how these can have an influence on the actions of the students. The attitude of the students in the location that has been chosen is therefore assessed.

The paper has looked to answer the research objectives that have been constructed earlier and now after the discovery of the results, one would look to find out whether these objectives have been attained or not.

This objective was constructed in order to have an understanding of the perceptions and the experiences that is towards the behavioural issues and thereafter the management of these issues on the aspect of the students. The results that have been attained explains the fact that maintaining a cordial and healthy relationship among the teachers and the students is one of the suitable processes with the help of which understanding about what the student desires and its direct impact on their behaviour is understood. The experience and the perception of the teachers vary from person from person and therefore the point of view with which the teachers look to handle the behavioural issues is a key factor in realising the extent to which these issues are resolved. The role of the school plays its part as well in motivating the teachers to understand the behaviour of the students in a better way and the approaches that have been taken by the teachers in order to improve the behavioural issues have been explained. Hence, this thesis has been successful in answering this objective.

This objective has been to ascertain the support that is given to the teachers for handling the students who have behavioural issues. The answers explain that relationship between the teachers and the students have been influential in understanding the behaviour of the students and thereby take actions that can mitigate the challenging behaviour. The perception and the approaches that have been taken by the teacher is a key mechanism with the help of which challenges to the behaviour can be reduced. The assistance from the school, the knowledge and the experience of the teachers are the supportive mechanisms that can improve the issues related to the behaviour and thereby create a safer and better learning experience for the students.

The paper therefore highlights the fact that experiences of the teachers have an essential function to play in the improvement of the student behaviour and thereafter mitigate the behavioural issues in accordance to which this paper can be concluded.

The results that have been obtained are in line with the literature review that has been addressed earlier and thereby an idea has been obtained that explains the experience has an essential function in the enhancement in the behaviour of the students. The data that has been gathered are taken from the primary sources and the responses of the teachers from the selected area and school have been chosen with the help of which their thoughts and sentiments have been gathered with the help of which the desired results can be obtained. The analysis of the data explains that experiences of the teachers have an essential function in the development and the behaviour and reduction in any kind of behavioural issues among the students. The maintenance of proper behaviour enhances the learning process within the school and even motivates the students to learn properly and instigates the teachers to spread their knowledge to the students in a precise manner.   

The recommendations that have been given can be helpful in improving the relationship among the “students and the teachers” in the secondary schools. The experiences of the teachers have key role in understanding the behaviour of the students and discover the areas in accordance to which measures can be taken that can be helpful in mitigating the behavioural issues.  

It is recommended that the teachers should undertake frequent counselling sessions with the students individually so that their personal grievances can be mitigated. The teachers should look to understand the perspective of the students and understand the main factor as to why they have been behaving like this. The teachers should even maintain a cordial relationship with the students with the help of which the students would gain confidence among themselves and the teachers so that they can concentrate on their learning and leave behind the other issues.  In scenarios when the students are facing problems, they can feel free to share their concern with them. The teachers need to create plans and policies with the help of which they can interact with the students. The policies are inclusive of interactive sessions with the students with the help of which the students can share their grievances with the teachers and thereby the issues that can be observed in their behaviour can be mitigated.

It is even recommended that the government should take steps and actions that is associated with improving the relationship with the students and the teachers with the help of which better learning experience can be generated and accordingly the students can be motivated and thereby the behaviour of the students can be improved and they would have a positive attitude.

In any kind of research thesis there are several restrictions and limitations and hence it is the responsibility of the researcher to take steps with the help of which these limitations can be mitigated. In this research thesis, it is seen that one of the distinct limitation has been the responses provided by the selected participants because of the fact that the respondents may not have revealed true and fair individual point of view with the help of which much better results can be attained. The other limitation has been the time frame that is available to the researcher. The availability of a much wider and larger time frame can be helpful in looking for more data that is associated to the topic with the help of which the thesis could have been undertaken on a much wider basis. The availability of time would motivate the researcher to increase the sample size of the research in order to undertake the interview and thereby better results can be obtained that can be helpful in understanding whether the experience of the teachers is helpful in handling the behavioural issues of the students in the secondary schools. The researcher has shortage of cash and therefore limited finance has restricted the researcher from making use of new and innovative tools and mechanisms with the help of which the results can be obtained much faster and the research can be concluded with precision and accuracy. These are the limitations that have been associated with this research thesis.

There are several scopes of future work with respect to the topic that has been taken into consideration in this paper due to the fact that teaching and educational sector is a sustainable and ongoing sector which provides education and knowledge to the students. Therefore, it is seen future researches on similar topics can be undertaken because with the advent of time, there would be implementation of various new and improved techniques with the help of which the teachers can initiate various sessions and programs with the help of which relationship with the students can be improved and thereby behaviour of the students can be understood and accordingly steps can be initiated with the assistance of which the controlling of the behavioural issues can be understood. Research on this topic on a frequent basis can be helpful in understanding the changes that have been taking place and the degree of understanding and management of the behavioural issues of the students by the teachers.  

Reference List

Able, H., Sreckovic, M.A., Schultz, T.R., Garwood, J.D. and Sherman, J., 2015. Views from the trenches: Teacher and student supports needed for full inclusion of students with ASD. Teacher Education and Special Education, 38(1), pp.44-57.

Alavi, M., Archibald, M., McMaster, R., Lopez, V. and Cleary, M., 2018. Aligning theory and methodology in mixed methods research: Before Design Theoretical Placement. International Journal of Social Research Methodology, pp.1-14.

Asterhan, C.S. and Rosenberg, H., 2015. The promise, reality and dilemmas of secondary school teacher–student interactions in Facebook: The teacher perspective. Computers & Education, 85, pp.134-148.

Bishop, R., 2015. Freeing Ourselves. Qualitative Inquiry—Past, Present, and Future: A Critical Reader, p.402.

Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Sezgin, S., Karadeniz, A., Sen-Ersoy, N., Goksel-Canbek, N. and Dincer, G.D., 2015. Trends in distance education research: A content analysis of journals 2009-2013. The International Review of Research in Open and Distributed Learning, 16(1).

Breeman, L.D., Wubbels, T., Van Lier, P.A.C., Verhulst, F.C., van der Ende, J., Maras, A., Hopman, J.A.B. and Tick, N.T., 2015. Teacher characteristics, social classroom relationships, and children’s social, emotional, and behavioral classroom adjustment in special education. Journal of School Psychology, 53(1), pp.87-103.

Brinkmann, S., 2014. Interview. In Encyclopedia of critical psychology (pp. 1008-1010). Springer New York.

Brunsting, N.C., Sreckovic, M.A. and Lane, K.L., 2014. Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and treatment of children, 37(4), pp.681-711.

Bullock, A., Coplan, R.J. and Bosacki, S., 2015. Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 47(2), p.175.

Cheon, S.H. and Reeve, J., 2015. A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary educational psychology, 40, pp.99-111.

Craig, C.J., Verma, R., Stokes, D., Evans, P. and Abrol, B., 2018. The influence of parents on undergraduate and graduate students’ entering the STEM disciplines and STEM careers. International Journal of Science Education, pp.1-23.

Crum, K.I., Waschbusch, D.A. and Willoughby, M.T., 2016. Callous-unemotional traits, behavior disorders, and the student–teacher relationship in elementary school students. Journal of Emotional and Behavioral Disorders, 24(1), pp.16-29.

Dicke, T., Elling, J., Schmeck, A. and Leutner, D., 2015. Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, pp.1-12.

Felver, J.C., Celis-de Hoyos, C.E., Tezanos, K. and Singh, N.N., 2016. A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1), pp.34-45.

Figueroa-Domecq, C., Pritchard, A., Segovia-Pérez, M., Morgan, N. and Villace-Molinero, T., 2015. Tourism gender research: A critical accounting. Annals of Tourism Research, 52, pp.87-103.

Forman, H.J., Augusto, O., Brigelius-Flohe, R., Dennery, P.A., Kalyanaraman, B., Ischiropoulos, H., Mann, G.E., Radi, R., Roberts II, L.J., Vina, J. and Davies, K.J., 2015. Even free radicals should follow some rules: a guide to free radical research terminology and methodology. Free Radical Biology and Medicine, 78, pp.233-235.

Gregory, A., Allen, J.P., Mikami, A.Y., Hafen, C.A. and Pianta, R.C., 2014. Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), pp.143-163.

Gregory, A., Clawson, K., Davis, A. and Gerewitz, J., 2016. The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 26(4), pp.325-353.

Guglielminotti, J., Dechartres, A., Mentré, F., Montravers, P., Longrois, D. and Laouénan, C., 2015. Reporting and methodology of multivariable analyses in prognostic observational studies published in 4 anesthesiology journals: a methodological descriptive review. Anesthesia & Analgesia, 121(4), pp.1011-1029.

Hafen, C.A., Hamre, B.K., Allen, J.P., Bell, C.A., Gitomer, D.H. and Pianta, R.C., 2015. Teaching through interactions in secondary school classrooms: Revisiting the factor structure and practical application of the classroom assessment scoring system–secondary. The Journal of early adolescence, 35(5-6), pp.651-680.

Heiman, T. and Olenik-Shemesh, D., 2015. Cyberbullying experience and gender differences among adolescents in different educational settings. Journal of Learning Disabilities, 48(2), pp.146-155.

Hoglund, W.L., Klingle, K.E. and Hosan, N.E., 2015. Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), pp.337-357.

Hyett, N., Kenny, A. and Dickson-Swift, V., 2014. Methodology or method? A critical review of qualitative case study reports. International journal of qualitative studies on health and well-being, 9(1), p.23606.

Katz, J., 2015. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19(1), pp.1-20.

Kim, K., Hayes, J.L., Avant, J.A. and Reid, L.N., 2014. Trends in advertising research: A longitudinal analysis of leading advertising, marketing, and communication journals, 1980 to 2010. Journal of advertising, 43(3), pp.296-316.

Kovach, M., 2015. Emerging from the margins: Indigenous methodologies. Research as resistance: revisiting critical, Indigenous, and anti-oppressive approaches, p.43.

Kraft, M.A., Papay, J.P., Johnson, S.M., Charner-Laird, M., Ng, M. and Reinhorn, S., 2015. Educating amid uncertainty: The organizational supports teachers need to serve students in high-poverty, urban schools. Educational Administration Quarterly, 51(5), pp.753-790.

Lazowski, R.A. and Hulleman, C.S., 2016. Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), pp.602-640.

Lewis, S., 2015. Qualitative inquiry and research design: Choosing among five approaches. Health promotion practice, 16(4), pp.473-475.

Maguire, M., Braun, A. and Ball, S., 2015. ‘Where you stand depends on where you sit’: the social construction of policy enactments in the (English) secondary school. Discourse: Studies in the Cultural Politics of education, 36(4), pp.485-499.

McCusker, K. and Gunaydin, S., 2015. Research using qualitative, quantitative or mixed methods and choice based on the research. Perfusion, 30(7), pp.537-542.

McGrath, K.F. and Van Bergen, P., 2015. Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes. Educational Research Review, 14, pp.1-17.

Moon, K., Brewer, T.D., Januchowski-Hartley, S.R., Adams, V.M. and Blackman, D.A., 2016. A guideline to improve qualitative social science publishing in ecology and conservation journals. Ecology and Society, 21(3).

Nosek, B.A., Alter, G., Banks, G.C., Borsboom, D., Bowman, S.D., Breckler, S.J., Buck, S., Chambers, C.D., Chin, G., Christensen, G. and Contestabile, M., 2015. Promoting an open research culture. Science, 348(6242), pp.1422-1425.

Oberle, E. and Schonert-Reichl, K.A., 2016. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, pp.30-37.

Patton, D.U., Hong, J.S., Patel, S. and Kral, M.J., 2017. A systematic review of research strategies used in qualitative studies on school bullying and victimization. Trauma, Violence, & Abuse, 18(1), pp.3-16.

Rodríguez-Barranco, M., Tobías, A., Redondo, D., Molina-Portillo, E. and Sánchez, M.J., 2017. Erratum to: Standardizing effect size from linear regression models with log-transformed variables for meta-analysis. BMC medical research methodology, 17(1), p.91.

Ryan, A.M., Kuusinen, C.M. and Bedoya-Skoog, A., 2015. Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, pp.147-156.

Skinner, E. and Beers, J., 2016. Mindfulness and teachers’ coping in the classroom: A developmental model of teacher stress, coping, and everyday resilience. In Handbook of Mindfulness in Education (pp. 99-118). Springer, New York, NY.

Smith, J.A. and Osborn, M., 2015. Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain. British journal of pain, 9(1), pp.41-42.

Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K. and Roeser, R.W., 2016. Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, 7(1), pp.115-129.

Totawar, A. and Prasad, M., 2016. Research Methodology: A Step-by-Step Guide for Beginners. South Asian Journal of Management, 23(3), p.210.

Tsouloupas, C.N., Carson, R.L. and Matthews, R.A., 2014. PERSONAL AND SCHOOL CULTURAL FACTORS ASSOCIATED WITH THE PERCEPTIONS OF TEACHERS’EFFICACY IN HANDLING STUDENT MISBEHAVIOR. Psychology in the Schools, 51(2), pp.164-180.

Ullucci, K. and Howard, T., 2015. Pathologizing the poor: Implications for preparing teachers to work in high-poverty schools. Urban Education, 50(2), pp.170-193.

van Hees, V.T., Thaler-Kall, K., Wolf, K.H., Brønd, J.C., Bonomi, A., Schulze, M., Vigl, M., Morseth, B., Hopstock, L.A., Gorzelniak, L. and Schulz, H., 2016. Challenges and opportunities for harmonizing research methodology: raw accelerometry. Methods of Information in Medicine, 55(06), pp.525-532.

Vega, D., Moore III, J.L. and Miranda, A.H., 2015. In their own words: Perceived barriers to achievement by African American and Latino high school students. American Secondary Education, 43(3), p.36.

Wang, H., Hall, N.C. and Rahimi, S., 2015. Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, pp.120-130.

Wang, M.T. and Degol, J.L., 2016. School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), pp.315-352.

Wang, M.T. and Sheikh?Khalil, S., 2014. Does parental involvement matter for student achievement and mental health in high school?. Child Development, 85(2), pp.610-625.

Webster, C.A., Russ, L., Vazou, S., Goh, T.L. and Erwin, H., 2015. Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base. Obesity Reviews, 16(8), pp.691-701.

Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J. and Haerens, L., 2014. Fostering a need-supportive teaching style: Intervention effects on physical education teachers’ beliefs and teaching behaviors. Journal of Sport and Exercise Psychology, 36(6), pp.595-609.

Aloe, A.M., Amo, L.C. and Shanahan, M.E., 2014. Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational psychology review, 26(1), pp.101-126.

Aloe, A.M., Shisler, S.M., Norris, B.D., Nickerson, A.B. and Rinker, T.W., 2014. A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, pp.30-44.

Andrews, T.C. and Lemons, P.P., 2015. It’s personal: biology instructors prioritize personal evidence over empirical evidence in teaching decisions. CBE-Life Sciences Education, 14(1), p.ar7.

Araujo, M.C., Carneiro, P., Cruz-Aguayo, Y. and Schady, N., 2016. Teacher quality and learning outcomes in kindergarten. The Quarterly Journal of Economics, 131(3), pp.1415-1453.

Bishop, R., 2015. Freeing Ourselves. Qualitative Inquiry—Past, Present, and Future: A Critical Reader, p.402.

Bluth, K., Campo, R.A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M. and Broderick, P.C., 2016. A school-based mindfulness pilot study for ethnically diverse at-risk adolescents. Mindfulness, 7(1), pp.90-104.

Bouhnik, D. and Deshen, M., 2014. WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13(1), pp.217-231.

Cai, R.Y. and Richdale, A.L., 2016. Educational experiences and needs of higher education students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(1), pp.31-41.

Carter, P.L., Skiba, R., Arredondo, M.I. and Pollock, M., 2017. You can’t fix what you don’t look at: Acknowledging race in addressing racial discipline disparities. Urban Education, 52(2), pp.207-235.

Clarke, A., Triggs, V. and Nielsen, W., 2014. Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), pp.163-202.

Conway, R. and Foggett, J., 2017. Encouraging positive 6 interactions. Inclusion in Action with Student Resource Access 12 Months, p.245.

Cox, P.L. and Bobrowski, P.E., 2016. The team charter assignment: Improving the effectiveness of classroom teams. Journal of Behavioral and Applied Management, 1(2).

Cruess, R.L., Cruess, S.R., Boudreau, J.D., Snell, L. and Steinert, Y., 2015. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Academic Medicine, 90(6), pp.718-725.

Darling-Hammond, L., 2016. Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), pp.83-91.

De Neve, D., Devos, G. and Tuytens, M., 2015. The importance of job resources and self-efficacy for beginning teachers’ professional learning in differentiated instruction. Teaching and Teacher Education, 47, pp.30-41.

DeMatthews, D. and Mawhinney, H., 2014. Social justice leadership and inclusion: Exploring challenges in an urban district struggling to address inequities. Educational Administration Quarterly, 50(5), pp.844-881.

Dicke, T., Parker, P.D., Marsh, H.W., Kunter, M., Schmeck, A. and Leutner, D., 2014. Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), p.569.

Furrer, C.J., Skinner, E.A. and Pitzer, J.R., 2014. The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), pp.101-123.

Ghanizadeh, A., Fallahi, M. and Akhondzadeh, S., 2015. Disclosure of attention deficit hyperactivity disorder and its effect on rejection of students by teachers. Iranian Journal of Medical Sciences, 34(4), pp.259-264.

Gobbo, K. and Shmulsky, S., 2014. Faculty experience with college students with autism spectrum disorders: A qualitative study of challenges and solutions. Focus on Autism and Other Developmental Disabilities, 29(1), pp.13-22.

Goddard, R., Goddard, Y., Sook Kim, E. and Miller, R., 2015. A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), pp.501-530.

Hamre, B., Hatfield, B., Pianta, R. and Jamil, F., 2014. Evidence for general and domain?specific elements of teacher–child interactions: Associations with preschool children’s development. Child development, 85(3), pp.1257-1274.

Israel, M., Pearson, J.N., Tapia, T., Wherfel, Q.M. and Reese, G., 2015. Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, pp.263-279.

Jahnukainen, M., 2015. Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada. Disability & Society, 30(1), pp.59-72.

Kyndt, E., Gijbels, D., Grosemans, I. and Donche, V., 2016. Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of educational research, 86(4), pp.1111-1150.

Mazer, J.P., McKenna-Buchanan, T.P., Quinlan, M.M. and Titsworth, S., 2014. The dark side of emotion in the classroom: Emotional processes as mediators of teacher communication behaviors and student negative emotions. Communication Education, 63(3), pp.149-168.

Nooruddin, S. and Baig, S., 2014. Student behavior management: School leader’s role in the eyes of the teachers and students. International Journal of Whole Schooling, 10(2), p.1.

Philpott, C., 2015. Creating an in-school pastoral system for student teachers in school-based initial teacher education. Pastoral Care in Education, 33(1), pp.8-19.

Schiefele, U. and Schaffner, E., 2015. Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, pp.159-171.

Schroeder, J.H., Cappadocia, M.C., Bebko, J.M., Pepler, D.J. and Weiss, J.A., 2014. Shedding light on a pervasive problem: A review of research on bullying experiences among children with autism spectrum disorders. Journal of autism and developmental disorders, 44(7), pp.1520-1534.

Shernoff, D.J., Csikszentmihalyi, M., Schneider, B. and Shernoff, E.S., 2014. Student engagement in high school classrooms from the perspective of flow theory. In Applications of Flow in Human Development and Education (pp. 475-494). Springer Netherlands.

Siegle, D., Rubenstein, L.D. and Mitchell, M.S., 2014. Honors students’ perceptions of their high school experiences: The influence of teachers on student motivation. Gifted Child Quarterly, 58(1), pp.35-50.

Simon, N.S. and Johnson, S.M., 2015. Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record, 117(3), pp.1-36.

Stahmer, A.C., Rieth, S., Lee, E., Reisinger, E.M., Mandell, D.S. and Connell, J.E., 2015. Training teachers to use evidence?based practices for autism: Examining procedural implementation fidelity. Psychology in the Schools, 52(2), pp.181-195.

Wang, M.T. and Fredricks, J.A., 2014. The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child development, 85(2), pp.722-737.

Wang, M.T. and Sheikh?Khalil, S., 2014. Does parental involvement matter for student achievement and mental health in high school?. Child Development, 85(2), pp.610-625.

Wisner, B.L., 2014. An exploratory study of mindfulness meditation for alternative school students: perceived benefits for improving school climate and student functioning. Mindfulness, 5(6), pp.626-638.

Wu, X.V., Enskär, K., Lee, C.C.S. and Wang, W., 2015. A systematic review of clinical assessment for undergraduate nursing students. Nurse Education Today, 35(2), pp.347-359.

Zee, M. and Koomen, H.M., 2016. Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), pp.981-1015.