Student Classroom Misbehaviour Teachers? Perspective

Student misbehaviour entails all student behaviour which impedes the conduction of classes and interrupts the teaching-learning process. Previous research on the topic indicates such student behaviour has negative consequences for student achievement and the work and job satisfaction of teachers. This research aimed at examining which misbehaviours are perceived and to which measure by primary and secondary school teachers in Croatia, and the differences in these perceptions with regard to teachers??? self-efficacy and the type of school they work at. Moreover, teacher satisfaction with support, education, legislation, and their intention of leaving the profession were also explored. The results showed that the most frequent misbehaviour entails not following instructions and not paying attention during lessons. Self-efficient teachers perceive student misbehaviour less, wherein class teachers perceive it the least. In solving problems related to student misbehaviour, teachers mostly rely on themselves and somewhat less on the help from expert associates, while they feel the most satisfied with the help provided by their colleagues. Teachers are generally dissatisfied with the existing legislation and most of them have not been educated in the field of classroom management in the course of their studies or in the form of additional professional training. Almost all the teachers consider teaching a demanding profession and more than one third of the participants would change their job if the opportunity arose.