TEACHERS' COPING STRATEGIES FOR STUDENT MISBEHAVIOR IN BASIC EDUCATION HIGH SCHOOLS, MONYWA TOWNSHIP
Abstract
- Student Misbehaviors disrupt the teaching-learning process. This paper concerns a research about the teachers' coping strategies for student misbehaviors in the sample schools. The main purpose of this study is to find out the most exhibited student misbehaviors and the most common strategies in the sample schools. The pilot test was conducted on the principals and the senior assistant teachers from the two selected high schools. Then, the instruments were modified again based on the data from the pilot study. A total of 5 principals and 144 senior assistant teachers from the sample schools participated in this study. In this study, the four dimensions for student misbehavior: least disruptive misbehavior, moderately serious misbehavior, illegal and very serious misconduct, but not life or health threatening, and illegal and very serious misconduct, life or health threatening were measured. For teachers' coping strategies, the four dimensions: strategies for educating and supporting teachers, strategies for educating and supporting students, strategies for changing in the school and classroom environment, and strategies for educating supporting parents were measured. The reliability coefficient (the Cronbach’s alpha) for student misbehavior was 0.89 and 0.90 for teachers’ coping strategies. Descriptive Statistics, One-way analysis of variance, and Post Hoc Multiple Comparison Tests were used to identify differences between the various independent variables. The findings, F (4,144) =2.872, p<.05 and F (4,144)=4.569, p<.05 showed that there were statistically differences among the schools in student misbehaviors and teachers' coping strategies. There was a statistically significant difference in the teachers grouped by teaching service on their coping strategies, F (7, 141) = 2.551, p<0.05. There is no significance difference in teachers’ coping strategies grouped by academic qualification and age. Information from the interviews with the principals and subject deans were complementary to the quantitative findings. Research propositions concerning student misbehavior and teachers' coping strategies are discussed.
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Year
- 2020
Author
-
Hnin Hnin Nwe
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)