• Chewing gum or eating sweets in class • Playing truant (not coming to school/not telling parents) • Smoking in the school building (in the toilets?) • Swearing (using bad language) • Swearing at a teacher or insulting a teacher • Not doing homework • Cheating in exams (copying from secret notes or another pupil) • Shouting and making noise during lessons • Running in the corridors • Writing on walls, desks and other school property • Stealing from other pupils pockets or bags • Calling a teacher or another pupil bad names (bullying) • Carrying a dangerous weapon (gun, knife, penknife) • Hitting other pupils or teachers • Not listening/paying attention in lessons • Wearing unsuitable clothes for school • Kissing boys/girls during the lesson or in the corridor • Leaving the classroom without permission

School Discipline.—(I.)

Okul ve sınıfta disiplin

Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at.
Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

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Student Misbehaviour, Teacher Self-Efficacy, Burnout and Job Satisfaction: Evidence from Croatia.

In this article, an attempt was made to explore English language teachers’ strategies for disciplining unauthorized behavior (misbehavior) in public high schools and private language institutes. To this end, two sets of general and specific teacher strategies for disciplining misbehavior were surveyed in two successive stages. First, American Teacher Strategies Questionnaire from the Incredible Years Programs (IYP) incorporation (2012) was examined to decide on the most appropriate teacher techniques for general Class Management (CM) scheme; secondly, teacher interview logs were used to decide on the specific CM strategies, which were characteristic of language classes. Then, a researcher-developed questionnaire with a five-point Likert scale was constructed and distributed among some fifty-five Iranian teachers from public high schools and private language institutes in four large cities in Tehran, Isfahan, and Khorasan Razavi Provinces, and their responses were analyzed using Multinomial Logistic Regression method. The findings showed that only seven strategies  could significantly differentiate language teachers' disciplining mannerism; three strategies in general CM and four strategies in specific CM for a language class were then interpreted. Finally, implications for discipline matters in formal and informal settings were critically discussed.

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An Exploration of English Language Teachers' Strategies for Disciplining Unauthorized Behavior in Iranian Public and Private Language Schools

/pdf/a-derivative-of-milgram-s-paradigm-obedience-to-a-classroom-34hxtjjmvg.pdf

A Derivative of Milgram’s Paradigm—— Obedience to a Classroom Authority from an Asian Perspective

This research is a qualitative study comparatively examining the views of high school teachers and students related to discipline perception and discipline problems. The study has been realized at a vocational school during the 2014/2015 school term. Maximum diversity and criterion sampling methods have been followed for the formation of the study groups with 18 teachers and 16 students. The data collected through semi-structured interview forms has been evaluated by content analysis. As a result of the study, it has been observed that the teachers define discipline as a wholistic system, self-control and providing the necessary learning environment, while the students define it as self-control, obeying the rules and respect. The participating teachers, who agreed on the idea that discipline does not mean bullying or passivizing the individuals, described rudeness, lack of interest in the lesson and misbehavior as disciplinary problems. According to the teachers, not fulfilling the responsibilities and rudeness; according to the students, preventing the course from running and not being interested in the course are the most experienced discipline problems at their respective schools. Pursuant to the acquired results, the students differ from the teachers by thinkink that behavior such as not obeying the directives, using hazardous items and harming the environment/objects are the most common problems.

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Onur Yalcin

Papers

Examination of the Views of High School Teachers and Students with Regard to Discipline Perception and Discipline Problems