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- Title
Erfið hegðun nemenda: Áhrif á líðan Kennara.
- Authors
BJÖRGVINSDÓTTIR, SNÆFRÍƉUR DRÖFN; PÉTURSDÓTTIR, ANNA-LIND
- Abstract
Challenging student behavior in compulsory schools has been a continuous source of concern for teachers in Iceland over many years (Ingvar Sigurgeirsson & Ingibjörg Kaldalóns, 2006; Samband íslenskra sveitarfélaga & Félag grunnskólakennara, 2012). About half of teachers report having to deal with disruptive student behavior on a daily basis (Anna-Lind Pétursdóttir, 2013; Rúnar Sigþórsson et al., 2014). Behavior problems are considered not only to interfere with students' own learning, but also that of their classmates (Westling, 2010). Severe or persistent behavior problems can also negatively influence students' academic and social outcomes in life (Bradley et al., 2008). According to a great majority of teachers in Iceland, their workload has increased considerably due to escalating challenging behavior among students and many consider discipline and behavior problems to be the most difficult aspects of their job (Samband íslenskra sveitarfélaga & Félag grunnskólakennara, 2012). Many Icelandic teachers experience burnout and three out of four have considered quitting their job, mostly due to low salaries, heavy workload or lack of respect for the teaching profession (Anna Þóra Baldursdóttir & Valgerđur Magnúsdóttir, 2007). However, research is lacking on the relation between challenging student behavior and the well-being of Icelandic teachers at work. The goal of this study was to explore teachers' perception of the extent of student behavior problems and their perceived impact on themselves and their students' learning. Also, it examined teachers'sources of support in dealing with challenging student behavior and their level of emotional exhaustion, as well as whether these factors were related to their students' problem behavior. Data were collected using questions from a translated and slightly adapted version of Westling's (2010) Questionnaire About Teachers and Challenging Behavior, with an addition of four questions about emotional exhaustion from Maslach Burnout Inventory - Educators Survey. Participants were 124 general education and special education teachers from nine compulsory schools in the capital region of Iceland. Participants reported about one in every four students showing challenging behavior in the classroom and the majority of teachers reported having to deal with disruptive, defiant and oppositional behavior on a daily basis. Teachers found behavior problems to be most common among students diagnosed with emotional and/or behavioral disorders, attention deficit hyperactivity disorder or developmental disabilities. In most participants' opinion, challenging student behavior had a negative impact on themselves and their students. One to three teachers out of every ten experienced symptoms of emotional exhaustion, most notably feeling fatigued when facing another day at work. More than half of participating teachers thought about leaving the profession due to challenging student behavior. A positive correlation was observed between the frequency of teachers' reports of challenging student behavior in the classroom and their extent of emotional exhaustion. Participants most often received support from co workers when dealing with challenging behavior, but seldom from behavior specialists or professionals outside of their school. Comparison to prior research findings indicates that disruptive student behavior might have increased in recent years. The results demonstrate the importance of exploring ways to prevent and reduce challenging student behavior and create a more positive work environment for both teachers and students.
- Publication
Icelandic Journal of Education / Uppeldi og Menntun, 2014, Vol 23, Issue 2, p65
- ISSN
1022-4629
- Publication type
Article