Challenging behaviour. A phenomenological study of post primary teachers experiences of challenging behaviour

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Authors
O'Moore, Etain
Issue Date
2006
Degree
BA (Hons) Counselling and Psychotherapy
Publisher
Dublin Business School
Rights
Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
Abstract
A total of 53 post primary teachers participated in this study. In light of the increased problems for school discipline and learning posed by disruptive behaviour this study sets out to explore what teachers in post primary schools experience of challenging behaviour. The researcher-designed questionnaire. inclusive of qualitative and quantitative questions was subsequently used to analyse the data collected from each respondent. Analysis of the data collected revealed also the majority of teachers were very concerned about challenging behaviour; that moderately disruptive behaviour is the most frequent type of challenging behaviour encountered and while they felt effective in dealing with this behaviour it caused them the greatest stress; that while verbal abuse was found to be moderately challenging it was one of the main causes of stress. The main resources sought by teachers were a strict and adhered to code of discipline and a withdrawal area for disruptive pupils. On the basis of these findings the researcher recommends that sufficient resources are established to support both teachers and students in overcoming the psychological impact and the loss of educational opportunities brought about by challenging behaviour within and outside the classroom.