Teachers’ Perspectives on Students’ Problematic Behavior
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- SUGIYAMA Haruka
- Graduate School of Psychology, Chukyo University
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- KAWASHIMA Daisuke
- School of Psychology, Chukyo University
Bibliographic Information
- Other Title
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- 生徒の問題行動に対する教師の問題観
- Constructing a Model Based on Teachers’ Narratives of Student Guidance
- 生徒の問題行動に対する教師の問題観
Abstract
Although teachers are tasked with providing appropriate instruction and support to students, considering their unique circumstances, this role has become increasingly challenging due to the complexity of student issues in recent years. Previous studies have inadequately addressed teachers’ perspectives on students’ problematic behavior, a cornerstone of effective teaching. This study explored these perspectives through interviews with junior high school teachers. The collected data were subjected to a qualitative analysis. The results highlighted the “problematic behavior” and the “background factors leading to problems” that teachers identified as troublesome. From these findings, a model representing teachers’ perspectives on problematic student behavior was established. This model features two axes: the temporal perspective (current/future problems), and the motivation to resolve the problems (surrender/persist). This model can provide a scaffold for teachers’ reflections and collaborative team efforts, thereby assisting teachers who are uncertain about managing these challenges in gaining clearer perspectives.
Journal
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- Japanese Journal of Qualitative Psychology
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Japanese Journal of Qualitative Psychology 23 (Special), S46-S52, 2024
Japanese Association of Qualitative Psychology
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Details 詳細情報について
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- CRID
- 1390298820574459008
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- ISSN
- 24357065
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- Text Lang
- ja
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- Data Source
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- JaLC
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- Abstract License Flag
- Allowed