A Case Study Comparison of Teacher and Administrator Perceptions About Elementary School Students' Problem Behavior

• In Event: Classroom Management: Cross-Career Perceptions

Abstract

A known relationship exists between the occurrence of problem behavior in classrooms and worsened outcomes for students, teachers, and classroom climates. Educators’ reports of misbehavior are increasing, indicating a need for successful strategies to manage behavior. Minimal research has been conducted exploring educators’ perceptions about the causes of problem behavior and approaches to manage problem behavior. This study aims to do so, using a qualitative case study design. Results suggest that both consistencies and inconsistencies exist between the reports of administrators and teachers, both within and across schools. This study highlights the role of contextual factors and experience in shaping educators’ perspectives about problem behavior and underscores the need for relevant trainings, so educators are prepared to meet student needs.

Authors

• Alexandria Josephine Tomkunas, University of Connecticut - Storrs

• Mackenzie N. Wink, University of Connecticut - Storrs

• Maria D. LaRusso, Harvard University