Show simple record

dc.contributor.authorDhaliwal, Manpreet
dc.date.accessioned2014-02-17T22:55:32Z
dc.date.available2014-02-17T22:55:32Z
dc.date.issued2013en_NZ
dc.identifier.urihttps://hdl.handle.net/10652/2371
dc.description.abstractThis study aimed at investigating Teacher perceptions and management of challenging student behaviours in classrooms and what support is available to the teachers to manage students with challenging behaviours. Managing challenging behaviour in a classroom setting is a problem faced by many teachers. The literature review indicated that teachers who show a genuine interest in students and what they learn and do are more likely to build strong positive relationships with their students and as a result are better able to manage challenging behaviours in their classrooms. The literature review also indicated that it is important, that teachers recognise their perceptions of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. The study is a small-scale educational research project that was qualitative in nature. The qualitative nature of this research allowed for the exploration of the eight teacher participants’ experiences shared during the semi-structured interviews regarding challenging behaviours and what the issues are in managing these behaviours. The outcomes of this study confirm findings in literature by demonstrating that a close, positive and supportive relationship between teacher and students is essential for developing a mutual relationship of respect and for managing challenging behaviours successfully. Findings indicate that teachers need to discuss with colleagues their current perceptions and attitudes towards working with those students who present challenges and investigate ways of working positively with these students. School management and teachers need to work collaboratively in order to minimise the occurrence of and impact of challenging behaviours in classrooms. Findings also indicated some issues raised by teachers that were not viewed in the literature. reviewed. For example issues facing teachers due to occurrence of challenging student behaviour.en_NZ
dc.language.isoenen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectchallenging student behavioursen_NZ
dc.subjectclassroom managementen_NZ
dc.subjectprimary educationen_NZ
dc.subjectteacher-student relationshipsen_NZ
dc.subjectprimary teacher perceptionsen_NZ
dc.titleTeacher perceptions and management of challenging student behaviours in primary school classroomsen_NZ
dc.typeMasters Thesisen_NZ
dc.rights.holderAuthoren_NZ
thesis.degree.nameMaster of Educationen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130105 Primary Education (excl. Māori)en_NZ
dc.identifier.bibliographicCitationDhaliwal, M. (2013). Teacher perceptions and management of challenging student behaviours in primary school classrooms. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Education). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/2371en
unitec.pages112en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.publication.placeAuckland, New Zealanden_NZ
unitec.advisor.principalCardno, Carol
unitec.advisor.associatedChan, Angel
unitec.institution.studyareaEducation


Files in this item

Thumbnail

This item appears in

Show simple record


 Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142