Classroom Management and Challenging Behavior

This assignment delves into the issue of challenging behavior within classrooms. It seeks to understand how teachers perceive and manage these behaviors, including the impact on other students and the effectiveness of various support systems offered by schools. The questionnaire aims to gather insights into teacher experiences, strategies employed, and opinions on disciplinary measures such as punishments. Additionally, the assignment includes interview questions designed to elicit deeper perspectives on the challenges and complexities of handling challenging behavior in a learning environment.

Running head: DISSERTATION
Teachers’ perception on managing pupils challenging behavior in the primary schools
Name of the Student
Name of the University
Author note

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Acknowledgement
Thank you to all of those who have helped listened and encouraged me throughout this study. I
am indebted to my supervisor ……………………. whose guidance, advice and patience have
been immeasurable. My sincere thanks to all members of the…………… [Mention your
university/college name], both staff and students, whose continuous support have made this
thesis possible.
I would like to thank all of the participants in the study: students, teachers and Local Education
Authorities, for the time and help given throughout. Without their participation, this research
would not have been possible. In this context, I am also thankful to them, whose research work
helped me to execute this paper well.
Finally, I thank my family, without whom this thesis would not have been started or completed!
Your encouragement and support have never faltered; thank you.

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Abstract
The study of my research titled ‘Teachers’ perceptions on managing pupils challenging
behaviors in the primary school classroom’ investigate perceptions of teachers on pupils who
showed challenging behaviors in the classroom and the approaches and available supports that
teachers can adopt to manage the challenging behaviors. According to Department of
Education’s guidelines, the children or the pupils are said to be behaving appropriately and
normally when they portray normal behaviour in the surrounding environment and has the ability
to deal with stress in life yet give their best to the community. The schools should ensure that the
family members of the pupils participate proactively to make the pupil stress free while learning.
There are ample scopes for this research work as in today’s world due to numerous problems in
the family lives of the individuals the children do not get enough time to spend with the parents
and that are affecting their normal development as a human being. Therefore exhibiting
challenging behavior in the classrooms is becoming a major issue in today’s world. The findings
include that the pupils display challenging behavior in the classroom that has an impact on the
teaching styles. Additionally, the challenging behavior creates stress in the classroom that
becomes challenging for the teachers at times. In this research, it can be concluded that
challenging behavior can be displayed by both adults and children. In this case, it has been seen
that pupils show challenging behavior in schools that makes it difficult for the surrounding
people to handle them. While attending primary schools, the pupils with challenging behavior
are surrounding with teachers and other pupils that shows appropriate behavior thereby, making
it difficult for both the parties to stay in the same environment peacefully.

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Table of Contents
Chapter 1: Introduction....................................................................................................................7
1.0 Introduction............................................................................................................................7
1.1 Background study.............................................................................................................8
1.2 Research aim..........................................................................................................................9
1.3 Research objectives...............................................................................................................9
1.4 Research questions.................................................................................................................9
1.5 Research hypothesis...............................................................................................................9
1.6 Scope of the research...........................................................................................................10
1.7 Rationale..............................................................................................................................10
Chapter 2: Literature Review.........................................................................................................12
2.0 Introduction..........................................................................................................................12
2.1 Challenging behaviour overview.........................................................................................13
2.2 School based programs and various approaches.................................................................15
2.3 Concepts of the psychological Welfare of children regarding challenging behavior..........15
2.4 Position of the teachers........................................................................................................17
2.5 Conclusion...........................................................................................................................18
Chapter 3: Methodology................................................................................................................19
3.0 Overview..............................................................................................................................19

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3.1 Methodology, methods and techniques...............................................................................19
3.2 Research philosophy............................................................................................................19
3.2.1 Rationalizing the selection of positivism philosophy...................................................20
3.3 Research design...................................................................................................................20
3.3.1 Rationalizing the selection of descriptive design.........................................................20
3.4 Research approach...............................................................................................................20
3.4.1 Rationalizing the selection of deductive approach.......................................................21
3.5 Strategy of the research.......................................................................................................21
3.5.1 Rationalizing the selection of survey and interview.....................................................21
3.6 Sampling methods...............................................................................................................22
3.6.1 Rationalizing the selection of random probability sampling technique and non-
probability sampling technique..............................................................................................22
3.7 Data Collection process.......................................................................................................23
3.7.1 Rationalizing the selection of primary data collection.................................................23
3.8 Data analysis technique.......................................................................................................23
3.8.1 Rationalizing the selection of quantitative data analysis technique.............................23
3.9 Ethical considerations..........................................................................................................24
3.10 Summary............................................................................................................................24
Chapter 4: Results..........................................................................................................................25
4.0 Survey questionnaire...........................................................................................................25

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Interview....................................................................................................................................29
Chapter 5: Discussion....................................................................................................................32
Survey questionnaire.................................................................................................................32
Interview....................................................................................................................................36
Chapter 6: Conclusion...................................................................................................................37
6.0 Conclusion...........................................................................................................................37
6.1 Recommendations................................................................................................................38
References......................................................................................................................................39
Appendices....................................................................................................................................45
Appendix 1.................................................................................................................................45
Survey questions....................................................................................................................45
Appendix 2.................................................................................................................................47
Interview questions................................................................................................................47

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List of Figures
Figure 1: Pupils displaying challenging behavior in classroom....................................................26
Figure 2: Challenging behavior affecting the style of teaching.....................................................26
Figure 3: Stressful environment in classroom due to challenging behavior..................................27
Figure 4: Handling the challenging behavior of pupils.................................................................27
Figure 5: Support that needs to be given for the behavior of the pupils........................................28
Figure 6: Support that is being provided in school........................................................................28
Figure 7: Effective support given by school to support the challenging behavior of pupils.........29
Figure 8: Punishment given to pupils so that they do not display challenging behavior..............29

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Chapter 1: Introduction
1.0 Introduction
An individual’s portrayal of challenging behavior when they are adult or infant or going
through adolescence can affect the potential of the adults or the infants in order to function
within the society. It can be said that portrayal of challenging behavior by pupils is a notion that
considers intrapersonal group experience and individual experience with high regards (Wacker et
al. 2013). Appropriate display of behavior by the pupils actually plays a major role as it helps to
develop the self-determination, self-esteem, happiness and of course competence among the
pupils. Developing through the childhood phase to adulthood the behavioral issues of the pupils
becomes a major constituent as that allows them to grow up to their potential in the society
(Alberto and Troutman 2013). On the other hand, it can be said that the most of the children have
normal psychosocial and behavioral competence, but there are a few children who experience
tremendous pressure to get accustomed with the norms of the society due to their lack of
competence in attaining a balance between the behavior which can be considered as appropriate
or inappropriate. For instance, autistic children find it challenging to mix up and get accustomed
with other children and surrounding environment (Wong et al. 2015).
As opined by Lindgren et al. (2016), various schools have their own way of setting
certain behavioural expectations and it is a matter of fact that there cannot be a common set of
behaviours that might be considered universally as challenging. Somehow there are some
common patterns of behaviour that can be considered as challenging. For example, shyness,
school phobia, tantrums, violent behaviours and inappropriate social behaviours like stealing,
inappropriately talkative nature and many more signifies challenging behaviour among pupils

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(Estes et al. 2015). In most cases, the teachers can understand the challenging behaviours of the
pupils by noticing their behaviour during the classes and activities that might interfere with
safety or learning of the pupils or somehow interferes with the safety and security of other
children and teaching staff of the school.
1.1 Background study
According to Department of Education’s guidelines, the children or the pupils are said to be
behaving appropriately and normally when they portray normal behaviour in the surrounding
environment and has the ability to deal with stress in life yet give their best to the community.
The schools should ensure that the family members of the pupils participate proactively to make
the pupil stress free while learning. It can be said that, mental happiness is the basis for the
effectual operation of a person and also for the societies. Pupil’s positive display of behaviour in
school premises can be compared with the present situation and a sustainable homeostasis and
not with their future visionary situation (Yatawara et al. 2016).
This differentiation emphasises that the display of challenging behaviour needs to be stabled
and experienced over the time to achieve full control in such challenging behavioural issues.
Social and behavioural development of pupil’s at their early ages would augment the familial
orientation thus ensuring literacy and numeric learning. If challenging behaviors can be seen as
an issue of a mental health then depression could be treated with proper medication (Hayes and
Watson 2013). However it can also be considered as a major issue of challenging behavior where
wider intervention plan can be utilized with the help of surrounding perspectives coming from
different health disciplines (Weitlauf et al. 2014). While defining the concept of depression in
terms of happiness however in contrast to that it also gives rise to a deeper understanding of the

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disease depression is agreeable the intervention for ensuring that the individual may also
comprehend their potential.
1.2 Research aim
The aim of this research work is to highlight the teachers’ perception on managing pupils
challenging behavior in the primary schools who exhibit challenging behaviors.
1.3 Research objectives
The objectives of the research are:
 To understand the concept of challenging behavior within pupils
 To investigate the teacher’s attitudes, values and beliefs about children’s challenging
behavior
 To analyze critically the accessible support that the teachers’ can use for managing the
challenging behavior of the students
 To provide suitable recommendations for improving the ability of the teacher’s to
manage pupils with challenging behavior
1.4 Research questions
The research questions include:
 What are the teacher’s attitude, values and beliefs about children’s challenging
behavior?
 What are the accessible supports teachers can use to manage challenging behaviors?

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1.5 Research hypothesis
H0: Teachers’ has no perception on managing pupils challenging behavior in the primary schools
who exhibit challenging behaviors.
H1: Teachers’ has a perception on managing pupils challenging behavior in the primary schools
who exhibit challenging behaviors.
1.6 Scope of the research
There are ample scopes for this research work as in today’s world due to numerous problems
in the family lives of the individuals the children do not get enough time to spend with the
parents and that are affecting their normal development as a human being. Therefore exhibiting
challenging behavior in the classrooms is becoming a major issue in today’s world. Thus, the
purpose of this particular research work is to find out teachers' perception on managing pupils
challenging behavior in the primary school (Conroy et al. 2014).
1.7 Rationale
The study of my research titled ‘Teachers’ perceptions on managing pupils challenging
behaviors in the primary school classroom’ investigate perceptions of teachers on pupils who
showed challenging behaviors in the classroom and the approaches and available supports that
teachers can adopt to manage the challenging behaviors.
According to Roger (2015), in school context challenging behaviors has various
definitions depending on how it happens and how teachers perceive the behaviors where pupils
are labeled when displaying behaviors that are not acceptable. He further argued that challenging
behaviors can be harmful to pupils as it interferes with their normal life development and

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learning, and this could put people around them for example, other pupils in the classroom and
adult at risks which may later result to failing academically and result to social issues.
Wilson (2017) noted that many teachers face several problems when managing pupils
challenging behaviors because some pupils may react positively or negatively to the approach
and support given by the teacher because teachers who displayed willingness and interests to
understand reasons for the challenging behaviors are able to build good relationships when
managing pupils challenging behaviors in classrooms. Wilson further explained that, perceptions
of teachers on challenging behaviors should be identified individually and their personal beliefs
and that of others should be reflected upon as it can be problematic.
Sharman et al., (2012), argued that teachers should understand perceptions of the
behavior when finding out the reasons most behaviors are grouped as challenging, in a way,
teachers may feel challenged by various sort of behavior whereas others may not feel challenged,
for example, tolerating and managing disruptive behaviors during lessons whereas other teacher
may not. The behavior may not definitely be challenging but the situation where it occurs models
it as challenging depending on how the teacher perceive it, some teachers may not have patients
and tolerance to manage such behaviors, therefore, it is vital for teachers to investigate carefully
their perceptions on challenging behaviors and their reasons. Teachers may see pupils
challenging behaviors as problematic due to their lack of exercising patients and awareness
making conclusions to modeling pupils challenging behaviors (Wilson, 2017).
Sometimes teachers use their own image experiences and impact on their culture to create
classroom environment imitating their own childhood images by gradually establishing that it
should be that way in their beliefs. It is suggested in research that opinions of teachers’

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perceptions when establishing what problematic behaviors are is different depending how
tolerant they can be. Consequently, I have decided to do this research projects contributing to the
teacher’s perceptions on challenging behaviors existed literature.

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Chapter 2: Literature Review
2.0 Introduction
Western countries have experienced significant health and social issues as well as the rising
rate of mental complaints regarding challenging behavior and higher levels of societal exclusion.
Several governments have focused on the educational services for supporting the prevention and
involving the early initiatives. Developing a holistic approach within school is necessary within
the school that will support both teaching and health care facilities simultaneously. However, the
idea of providing education and healthcare facilities together does not seem to be successful
(Durand et al. 2013). According to Fisher, Godwin and Seltman (2014), the roles of the
preschools and the primary schools in terms of supporting the social and emotional development
of a pupils and his or her mental capability can be viewed as significant as the responsibility in
sustaining the academic competence and development of children. In this segment the reactions
of the primary schools and the British educational departments to the discourse of health
promotions has been examined and their reaction in terms of intervention and prevention of the
health related issues.
The basis of the discourse of health promotions within the schools has been considered to be
the major understanding of this paper and it has been used as is a major context for developing
the mental health owing its major source, the major works of World Health Organization (2014)
regarding this issue. Mental health programs of WHO (2014) has been implemented at many
primary schools special regarding challenging real issues as the major framework for
comprehending effective approaches to the promotion of challenging behaviors. This design also
emphasizes that the exceptional opportunities of schools need to be improved in a way that it can

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impact the lives of the young generation in a positive way therefore providing the instances of
some effective strategies that have been employed by several countries such as the United States
of America and Norway (Warneken and Tomasello 2013).
The work of WHO (2014) put immense stress on the fact that without or with complete
support of the society and community the preschools and primary schools can be considered as
the most successful places for building up some programs dedicated for the children who have
some sort of challenging behavioral issues. In modern world, as stated by Bearss et al. (2013),
most children go to schools during a same phase of their life therefore the schools are the most
effective and valuable educational and social institutions that are available for intervention. The
schools tend to have a profound influence on pupils the surrounding community and their
families therefore it can also be understood that the motivation and the capability of the younger
generation can be taught in school for utilizing what they are learning within their school is
affected by their behavioral issues.
2.1 Challenging behaviour overview
As opined by Webster-Stratton, Reid and Beauchaine (2013), the term ‘challenging behavior’
can take on a biological objectivity since positive behavior or sense of showing good behavior
has its nucleus in the biological operations of the brain and nervous system that helps pupils to
behave properly under any situation, by giving rise to the belief that good display of behavior is
deeply cognitive, emotional and thus it is psychodynamic. This approach is of the same kind to
the WHO’s emphasis on the methods of promoting the mental health of the individuals. From
this perspective, it can be said that, positive behavioral changes comes from within, and is
nurtured through the social settings. Teachers of the primary schools often link display of
inappropriate behavior with disability along with inability to behave properly. For an example,

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many primary schools tend to adopt the categories, which are specifically outline in the Local
Education Authorities, United Kingdom (2005) which includes intellectual, behavioral, physical,
social, sensory and emotional and multiple impairments. Disability with relation to social and
emotional impairment means a disorder, disease or illness that can affect an individual’s thought
processes and perception of reality, emotions or judgments or even the results in a disturbed
behavior.
Therefore, by locating mental health within a disability framework, schools are significantly
shaping what may and may not be stated, and have to act upon in relation to the difficulty. The
federal government mandates a process in which the schools apply for the funding for the pupils
with a disability through Individual Education Planning (IEP). The IEP process attempts to
provide the best intervention and support for each individual pupil, based on detailed and
specific knowledge regarding a child’s progress and participation (Vugs et al. 2014). Problems
related to the children’s general display of behavior, such as lack of pliability, depression,
bullying, anxiety and aggression are in many cases identified and discussed through IEP
meetings. This aims to establish a common understanding between a parent’s views of a disorder
in behavior of the pupils, and how it shall be supported and what the primary school is able to
offer in working together with the parents and health professionals. The IEP process provides an
example of how well-being is often socially constructed and further illustrates how various
stakeholders might draw various meanings from the same observed behavior. As the IEP process
does connect challenging behavioral problems with the disability funding, there has been an
increasing shift in verbal communication, both within the research and school practice, away
from the concept of pupil’s welfare and disability toward ideas of the pupil well-being (Gilliam
et al. 2016). This trend is quite consistent with a positive psychological approach that illuminate

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what is right, what is wrong, and this has been the momentum for an increasingly popular and
positive educational approach. According to Reichow et al. (2014), the term mental well-being
therefore surely is understood from numerous perspectives. This can be viewed as a positive,
rather than a negative attribute of the human functioning and it can also be approached with a
stress on intervention, rather than the treatment, despite the debate about the normalization of
human behavior.
2.2 School based programs and various approaches
It can be seen that the primary school and preschools have gradually become the center
for the interventions and the strategies which are specially designed for improving the mental
health of young children for the intervention and prevention approaches are mostly analyzed in
this section considering the following approaches: Unambiguous teaching approaches which are
applied for improving the external behaviors of children such as aggressiveness or lack of
empathy for others and the internal behaviors such as worrying or causing any disaster.
Universal classroom and school practices which encourage internal relationships (Hoglund
Carlsson et al. 2013).
2.3 Concepts of the psychological Welfare of children regarding challenging behavior
This chapter has discussed the multidisciplinary impact which helps shipping the
concepts of the psychological welfare of children regarding challenging behavior. The child
developmental theories across sociological and psychological genre suggest that effective
practices should be developed in response to the issues children. In terms of psychosocial
development and prevention amongst children a compatibility between the utilized approach
within the academic and health sector can be found out (Howard et al. 2014). However it is not

17DISSERTATION
clear that which procedure, psychological or sociological can be more advantageous living in the
school premises which can influence the behavioral issues of children.
There has been a debate regarding and the limitations of the methods that can be utilized
for assessing comfort which turns into a comparatively average report of all the educational
system in a highly developed country like the USA and UK have conducted intense researches
within the educational policies which are associated with the emotional and social learning and
development over the past decade (Potegal and Einon 2013).
Several national programs have been conducted in United Kingdom within both
educational and health sector that help shaping the frameworks resulting in making authentic
changes within the regional and National School policies (Strauss et al. 2013). The general
notions of the state educational policies indicate the use of differences in collaborative and
prominent outcomes along with other disciplines. The Universities and other institutions in the
UK have played a major role within a longitudinal study investing the risk factors of antisocial
behavior in adolescent age. Considering the national and international development during the
health and educational initiatives several schools have overruled the solution of such issues. The
focus has always been on the intervention and prevention considering the identification and
acknowledgement of the behavioral risks and recognizing the protective policies (Siu et al.
2016).
The teachers have always be played a major role in addressing in the mental and physical
welfare of children that are associated with behavioral issues in implementing and translating
emotional and social set of course. However there are still a few studies that explain the beliefs
values and attitudes of the teachers about these developments (Singh et al. 2014). It should be

18DISSERTATION
noted that a shared and reflective practice by the teacher can enhance the further expropriation
into the values attitudes and beliefs implemented on the learning process of teachers. Therefore
this study is also concerned with the procedure which supports the involvement of teachers
within the early phase of student’s lives (Thompson and Newton 2013).
This research this research also explore the beliefs values and attitudes regarding the
behavioral issues of children while the schools are been recognized as appropriate Institutions for
emotional and social learning along with promoting the mental health of pupils (Jung and
Sainato 2013). Wild teachers play the most important role within such shifts it can be observed
that most researches put emphasis on the effectiveness of educational programs measuring the
positive behavior risk factors and prevention. This paper considers that even though it is
important to focus on the effectiveness of educational programs that little researches have been
done on the attitudes of teacher why influencing and implementing positive behavior within the
classroom practices (Mazurek, Kane and Wodka 2013).
This research draws several parts together from the previous discussions and researches
for reflecting on the overall problems critically involving how these findings can be helpful and
influential for the teachers and pupil relationship. According to Neely et al. (2013), several
implications for professional development of teachers and school strategies have been proposed
in this study. Even though the findings are formative heuristic and motivating they are not
supposed to overrule the boundaries of conjecture from then obtained information associated
with converging Sampling and compounding the impacts and data analysis.

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2.4 Position of the teachers
Teachers are the most significant aspect of a school that gives their best in teaching the
students. The teachers not only provide education to the children but also teach the students to ne
well-behaved, disciplined along with understanding their challenges and findings methods of
mitigating them. The position of the teachers in school is significant as the students rely on the
teachers for their upbringing and development. It is the teachers that identifies the challenging
behavior of the students and helps them to mitigate it (Jung and Sainato 2013).
2.5 Conclusion
It is a matter of fact that satisfying the requirements of the be friends who exhibit
challenging behavior is actually a task of the teachers and if they face these kinds of issues they
should have deleted with proper care as a token of the support the school community is providing
it the students to exhibit and promote positive behavior to deal with various misbehaviors within
the premises of the schools. It can be said that the managerial boards of the schools should know
about the Codes of behavior and remain optimistic towards dealing with the challenging
behaviors in the classrooms. The parents also should remain conscious about the code of
conducts to help their children who are exhibiting challenging behaviors. It can also be said that
in the smaller classes the lesser population of pupil will definitely allow the teachers to build
better relation with the students and the issues will easily get decreased regarding challenging
behaviors. On the other hand to manage a larger population of the pupils the teachers will have to
be a bit more patient and skillful to manage the pupils who are showing challenging behaviors.

20DISSERTATION
Chapter 3: Methodology
3.0 Overview
In this section, the researcher sheds light on the various methodological tools that are
used while carrying out a research successfully. In addition to, this chapter justifies the selection
of specified research methodologies for this research. Also, the researcher mentions the ethical
considerations that need to be followed while commencing the research (Singh et al. 2014).
3.1 Methodology, methods and techniques
Research methodology is defined as the range of methodological tools that are use by the
researcher while carrying out a research (Neuman 2013). For this research, the researcher has
used positivism philosophy, deductive approach and descriptive research design. In addition to,
the researcher has used random probability sampling technique for selecting the respondents for
survey research strategy. Considering the aforementioned methodological tools, the researcher
has used primary data collection technique and quantitative data analysis technique.
3.2 Research philosophy
Positivism, interpretivism and pragmatism are the most prevalent research philosophies
that have been used while carrying out a research. The concept of positivism philosophy allows
the use of scientific approach thereby, ensuring data accuracy whereas interpretivism philosophy
allows considering the opinions of others in similar topic. Positivism and interpretivism
philosophy combines to form pragmatism philosophy (Neuman 2013). For this research,
positivism philosophy has been selected.

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3.2.1 Rationalizing the selection of positivism philosophy
The selection of positivism is justified because the use of this philosophy provided an
opportunity for the researcher to use scientific approach to analyze the data. As a result, the
researcher is able to ensure data validity and reliability (Neuman 2013). The use of positivism
philosophy allowed the researcher to understand the perception of the teachers on managing the
challenging behaviors of the pupils in the primary school by a scientific approach.
3.3 Research design
Explanatory, descriptive and exploratory are the three most frequently used research
designs while commencing with research work. Explanatory and exploratory design forms
descriptive design. On the other hand, explanatory design allows explaining factors results in the
issue whereas exploratory design allows exploring the actual issues (Mackey and Gass 2015). In
the case of this research, descriptive research design has been used.
3.3.1 Rationalizing the selection of descriptive design
The use of descriptive research design is justified in this case because it has the combined
characteristics of both explanatory and exploratory research designs. The use of descriptive
design allows the researcher to explore the reasons of the teacher’s perceptions on managing
pupil’s challenging behaviors in the primary school (Taylor, Bogdan and DeVault 2015). In
addition to, the descriptive design also allows the researcher to explain the occurrence of
particular phenomenon in the research thereby, justifying their presence in the research.
3.4 Research approach
The two most frequently used research approaches while carrying out a research are
inductive and deductive approaches. Inductive approach allows in developing new theories and

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concepts based on the observations made whereas in the case of deductive approach observations
are made based on the already existing pieces of literatures (Lewis 2015). In the case of this
research, deductive approach has been used.
3.4.1 Rationalizing the selection of deductive approach
The selection of deductive approach is justified for this research because this approach
has allowed the researcher to refer to previously existing theories and literatures and determine
the perception of the teachers on managing pupils challenging behaviors in the primary school
(Vaioleti 2016). The use of already existing pieces of literatures has also allowed the researcher
to support and argue own findings thereby, developing relevant observations.
3.5 Strategy of the research
Action research, case study research, interview and survey are the four significant
research strategies that are used while conducting a research. Interview highlights direct
communication with the respondents, survey highlights gathering response from a fixed
population, case study allows referring to relevant case studies and action research highlights
predicting the future occurrences (Silverman 2016). In this case, the researcher has used survey
research strategy.
3.5.1 Rationalizing the selection of survey and interview
The selection of survey research strategy has been rationalized because this allowed the
researcher to consider the perception of several primary school teachers on managing pupil’s
challenging behavior (Flick 2015). More data in terms of the teacher’s perception uplifted the
quality of the research work as well as supporting and arguing own findings with proper

23DISSERTATION
justification. Additionally, interview allowed in detail data and information gathering from the
teachers.
3.6 Sampling methods
Out of the different sampling methods, random probability sampling technique and non-
probability sampling technique are most widely used. In the case of probability sampling
technique, the researcher provides equal opportunities for all respondents to participate in the
data collection whereas in non-probability sampling technique the researcher selects the
respondents personally (Panneerselvam 2014). In this case, the researcher has used random
probability and non-probability sampling technique.
3.6.1 Rationalizing the selection of random probability sampling technique and non-
probability sampling technique
The use of non-random probability sampling technique has been justified because the use
of this sampling technique provided equal chances to the entire primary school teacher’s to
participate in the survey and share their perception on managing the challenging behavior of the
pupils (Smith 2015). Out of the entire population, the researcher now selects the required sample
size for conducting the research work. Additionally, non-probability sampling technique allowed
the researcher to select the respondents and communicate with them personally. The researcher
has collected the data within the school settings from the teachers as the participants. For survey,
50 primary school teachers have been selected as respondents whereas only 4 teachers were
interviewed.

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3.7 Data Collection process
Primary and secondary are the two data collection processes that are frequently used
while carrying out a research. Primary data collection highlights gathering of raw data from a
fixed population whereas secondary data collection highlights gathering data from various
secondary resources (Bauer 2014). In the case of this research, the researcher has selected
primary data collection process.
3.7.1 Rationalizing the selection of primary data collection
The use of primary data collection process is justified because this process has allowed
the researcher to gather recent and updated data (Ledford and Gast 2018). The researcher has
been able to consider the viewpoints and opinions of the teacher’s in terms of their perceptions
on managing pupil challenging behavior.
3.8 Data analysis technique
Qualitative and quantitative are the two most widely used data analysis techniques that
have been used while conducting a research. Quantitative data analysis allows dealing with
numbers in terms of averages and percentages whereas qualitative data analysis highlights
maintaining the quality of the work by interpreting directly from the verbatim (Gale et al. 2013).
In the case of this research, the researcher has used quantitative data analysis technique.
3.8.1 Rationalizing the selection of quantitative data analysis technique
The selection of quantitative data analysis technique has been justified because this
allowed the researcher to analyze the perception of the teacher’s in simple averages, percentages
that are expressed in tables, figures, bars, graphs and charts. Additionally, qualitative data
analysis allowed maintaining the quality of the interview transcripts of the teachers.

25DISSERTATION
3.9 Ethical considerations
Strict compliance of the ethical considerations results in the success of any particular
research. Data confidentiality is one of the most significant research ethics that needs to be
followed. According to this ethics, the researcher has to ensure that the identity of the
respondents and the data collected remains confidential (Connelly 2014). In addition to, the
researcher has to ensure that the respondents participate in the data collection process willingly.
One of the most effective ways of ensuring this is by signing the consent form by the
respondents. Also, collecting data from authentic sources and prohibition of data manipulation
are other significant ethical considerations that have been to be followed while conducting a
research.
3.10 Summary
Thus, in this chapter, it can be concluded that strict compliance of the above-mentioned
methodological tools ensures the success of the research work. In addition to, the use of the
specific research methodologies ensured that the researcher finds the perception of the teachers
on managing pupils challenging behavior in the primary school.

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Chapter 4: Results
4.0 Survey questionnaire
No Yes
0
5
10
15
20
25
30
35
40
45
50
3
47
Challenge displays
Figure 1: Pupils displaying challenging behavior in classroom
(Created by: Author)
No Yes
0
5
10
15
20
25
30
35
40
15
35
Challenging behavior

27DISSERTATION
Figure 2: Challenging behavior affecting the style of teaching
(Created by: Author)
No Yes
0
5
10
15
20
25
30
35
40
45
11
39
Stressful
Figure 3: Stressful environment in classroom due to challenging behavior
(Created by: Author)
Counseling Others Patience Punishments
0
5
10
15
20
25
16
3
22
9
Handling behavior

28DISSERTATION
Figure 4: Handling the challenging behavior of pupils
(Created by: Author)
Counseling Healthcare support Monitoring
0
5
10
15
20
25
22
18
10
Support
Figure 5: Support that needs to be given for the behavior of the pupils
(Created by: Author)
No Yes
0
5
10
15
20
25
30
35
20
30
Effective support

29DISSERTATION
Figure 6: Support that is being provided in school
(Created by: Author)
Conducting parents and
teachers' meetings Regular counseling Strict monitoring
0
5
10
15
20
25
20 19
11
Effective support from school
Figure 7: Effective support given by school to support the challenging behavior of pupils
(Created by: Author)
No Yes
0
5
10
15
20
25
30
35
19
31
Punishment

30DISSERTATION
Figure 8: Punishment given to pupils so that they do not display challenging behavior
(Created by: Author)

31DISSERTATION
Interview
Q1) Do you think the challenging behavior of the pupils hampers the other pupils?
Interviewee 1: “Yes, I think the challenging behavior of the pupils hampers other pupils because
they tend to get afraid of their fellow mates.”
Interviewee 2: “I agree with my fellow colleague that challenging behavior has an impact on the
other pupils. Other pupils tend to behave strangely with the pupils showing challenging behavior
that creates a strange classroom environment.”
Interviewee 3: “I also support with my fellow colleagues and think the challenging behavior of
the pupils has an impact on other pupils. The pupils behaving normally mock the pupils with
challenging behavior in primary school that has opposite effect.”
Interviewee 4: “I beg to differ with my fellow colleagues. I think pupil with challenging
behavior has an impact due to the other pupil, as they receive negative and mocking behavior
towards them that forces them to restrict them from the surrounding.”
Q2) How is it for you as teachers to handle pupils with challenging behavior?
Interviewee 1: “As a teacher, I consider myself as the guardian of the pupils with challenging
behavior during the time they attend school. To a certain extent it is difficult and challenging for
me to handle pupils with challenging behavior due to their unpredictable behavior.”
Interviewee 2: “Even I support my fellow colleague. The unpredictable behavior of the pupils
with challenging behavior makes it difficult for me to handle at certain times. I get completely
clueless on how to behave or handle them.”

32DISSERTATION
Interviewee 3: “There have been instances that the pupil behaving normally since the morning
suddenly starts behaving abnormally due to their nature that makes it difficult for me to handle
them.”
Interviewee 4: “Since I have dealt with pupils with varied challenging behavior, it is not
difficult for me to handle them. However, sudden display of challenging behavior makes it
challenging for me to find ways to decide ways to control the situation.”
Q3) Does punishing the pupils with challenging behavior affect them psychologically?
Interviewee 1: “Yes. Punishment for the pupils with challenging behavior has an adverse impact
on them psychologically. The pupils tend to react and behave negatively rather than showing a
positive change in their behavior.”
Interviewee 2: “Even I agree with this fact that punishing the pupils with challenging behavior
gives adverse results, as I have seen pupils react and protest vehemently when they are punished
for their inappropriate behavior.”
Interviewee 3: “I also agree with my fellow colleagues that punishing the pupils with
challenging behavior affect them psychologically. Punishments affect the pupils with
challenging behavior psychologically and they display negative and aggressive behavior.”
Interviewee 4: “I consider punishment for the pupils with challenging behavior has highly
negative impact on them both physically and psychologically. The pupils either restrict them or
display aggressive behavior and become difficult to handle and control.”
Q4) How do you handle pupils with challenging behavior other than punishing them?

33DISSERTATION
Interviewee 1: “Firstly, I have never punished a pupil with challenging behavior because I think
it affects them psychologically. For me, the only way to handle the pupils with challenging
behavior is patience and love.”
Interviewee 2: “I agree with my fellow colleague. I have also never punished the pupils that
show challenging behavior. I have handled pupils with challenging behavior with love, care,
support and patience. This allowed me to understand their issues and help them accordingly.”
Interviewee 3: “Even for me, punishment does not help in handling pupil with challenging
behavior. For me, I understand their issue first and then necessary support.”
Interviewee 4: “Even I agree with my colleagues. Punishment does no help in handling pupil
with challenging behavior. I think love, care and proper understanding help in taking care of the
challenging behavior.”

34DISSERTATION
Chapter 5: Discussion
Survey questionnaire
Figure 1 shows the frequency of the pupils who are susceptible in displaying challenging
behavior in the classroom. It can be seen from the figure that the teachers have mostly agreed to
the fact that most of the children in the classroom are displaying challenging behavior in the
classroom. This is due to the fact that most of the pupils are facing problems in their homely
environment, which is being reflected in the other places as well. The disturbance in their mental
condition affects their well-being as well, which is often shown towards the other members who
are trying to interact with them. This is due to the problems that most of the pupils are facing in
the other environments. Another factor is that the pupils lack the power of communication due to
several problems that they have within them. This has resulted in the lack of power of
concentration among the pupils for which their behavior has become aggressive within the
classrooms. The lack of the concentration power has also resulted in not grasping the knowledge
that is being passed by the teachers, which has resulted in hampering their capacity of knowledge
as well.
In figure 2, it can be seen that the teachers have stated that they have agreed to the fact
that they need to change their style of teaching due to the challenging behaviour that is exhibited
by the pupils. This is mainly due to the fact that the problems that are present in the pupils result
in changing the styles of teaching of the teachers. This result in giving extra attention to each of
the students that is time-consuming in nature as well. The teachers need to be alert regarding the
type of attention that needs to be given to the students so that it can help in increasing their level

35DISSERTATION
of knowledge. The teachers also need to understand the needs and preferences of the students so
that it can help them in developing their characteristics on an overall manner.
In figure 3, it can be seen that the teachers have responded stating that they have agreed
to the fact that the challenging behaviour of the pupils often lead to stressful environment within
the classroom. This is due to the fact that the teachers find it difficult to manage the pupils, as
most of them have different needs and wants. It is also difficult for them to manage the children
in a proper manner, as they face many levels of hardships due to the mental pressure. The
teachers also cannot punish the students in a stern manner, which leads to increase their level of
thinking to devise new plans through which the pupils can be contained within the school
environment. This requires lot of attention by the teachers so that it can help in increasing the
concentration power among the pupils and allow them to be developed in a proper manner.
In figure 4, the teachers have stated that patience is the only way through which the
challenging behavior of the pupils can be handled. This is due to the fact that the the students
need to be given time so that they can calm down and understand the proceedings that are taking
place within the classroom. This will provide more time to the teachers to understand the
students in a proper manner so that it can help them in imparting the knowledge in a better
manner. With the help of this patient attitude, the teachers will be able to understand the needs of
the students so that they can be given special care as well and new systems can be devised within
the classroom.
In figure 5, it can be seen that the teachers have stated that counseling is the best support
that can be provided by the school towards the students that exhibit challenging behavior. The
teachers were of this opinion because counseling of the students who exhibit this kind of

36DISSERTATION
behavior will help in providing better insights regarding the type of care that needs to be given to
them. This will also be beneficial for the teachers, as they will have a better knowledge regarding
the duties and care that they need to show towards the students. The counseling of the students
will also result in changing their behavior who displays this type of challenging behavior so that
proper care and guidance can be given. The role of continuous counseling will also result in
providing the right kind of treatment to the pupil in the longer run so that it can motivate them
and help them in curing them in a proper manner. The use of counseling can also result in
providing the right kind of treatment so that the students can lead a normal life ahead and can
mix in a proper manner within the society.
From figure 6, it can be inferred that the teachers have stated that the school provides
effective support in dealing with the pupils who portray challenging behavior. This is due to the
fact that the school is of the view that it will develop the child in an overall manner irrespective
of the challenges that they face from the students. The school also hires the teachers who are
capable in providing the right kind of attention to these children so that they can grow up
properly. If the teachers are not up to the standards, the schools make it a point to give them
proper training so that it can help in developing their skills in tackling with the students. This
allows the school in gaining an advantage with respect to the fact that they can provide better
care to the students who displays challenging behavior. The other kind of support that the school
shows is that the children who are suffering from this kind of disorder are removed from the
normal students so that it can help in developing them in a proper manner. This will help the
school in providing better kind of support to both type of pupil so that it can help in developing
their future in an effective manner.

37DISSERTATION
Figure 7 shows the responses of the teachers with respect to procedure that is taken up by
the school so that proper support can be given to the pupils who exhibit this kind of challenging
behavior. The teachers stated that the school conducts parent teachers’ meeting on a regular basis
so that it can help in giving the parents a progress report regarding their child who are being sent
to the institution. It also helps in developing the emotional and social skills of the child so that
they can grow in a proper manner. The importance of this meet is that it will also result in
developing the cognitive skills of the children, as the school will get a better understanding
regarding the activities that are undertaken by the child. Another advantage of this meeting is
that it will also help in the development of the language skills of the child so that they can be
able to make a connection between the teachings that are being done in the class and their home.
The meetings between the teachers and the parents will also help in providing insights regarding
the ultimate goals of the child so that it can help the teachers in gaining an overview regarding
the type of development that needs to be imparted to the children.
Figure 8 states that the teachers are of the view that the fear of punishment among the
students who portray inappropriate behavior can be controlled in a proper manner. This is due to
the fact that the fear of punishment among the children will result in subduing their
characteristics, which may result in turning them violent whenever they will get an opportunity.
This will also hamper the career of the pupils, as they will not be developing in a proper manner.
Another thing that will take place due to the fear of punishment by the pupils is that the teachers
will not be able to understand the characteristics of the student, which may also affect in the
overall development of the child. The fear of corporal punishment will also result in raising the
children in a disciplined manner so that they can abide by the rules that are being laid down in
the different places. The fear of punishment will also result in discouraging the pupils from

38DISSERTATION
repeating those behaviors’, which may cause a problem in their later stages. It will also hamper
the relationship between the students and the teachers in a negative manner, as the pupils will be
of the view that the teachers may punish them for whatever they are doing within the school
premises. The use of punishment may also result in the aggressive behaviour of the pupils, which
may result in self harm by the pupils as well. The cognitive skills of the students will also be
decreased to a great extent for which their interpersonal relationships will also be hampered.
Interview
From the transcript gathered from the interview, it can be said that all the four teachers
agreed that some of the pupils show challenging behavior in the class that makes it difficult for
them as well as other pupils to remain together in the class. From the interview transcript, it can
also be said that the pupils with challenging behavior is often a problem for the other pupils.
The inappropriate behavior of the pupils with challenging behavior is threatening for the other
pupils. All the four teachers agree to this because having both types of pupils in the same class is
challenging. This is because the pupil with challenging behavior might get afraid and restrict
them from the other pupils whereas it might be other way round. The pupils with appropriate
behavior might create barriers between them thereby, making communication and support
difficult. Additionally, having pupils with challenging behaviors often creates rift within the
class, the pupils face difficulty in accepting each other the way they are.
Analyzing the interview transcript suggests that it is psychologically challenging for the teachers
to handle pupils with challenging behavior because the teachers have to stress them a lot in order
to find ways to handle them and their behavior without punishing them or being harsh to them.
From this, it can also be deduced that the teachers are against punishing the pupils with

39DISSERTATION
challenging behavior. Rather the teacher’s prefer to take alternatives in terms of handling the
pupils by providing extra care, love, support and patience.

40DISSERTATION
Chapter 6: Conclusion
6.0 Conclusion
In this research, it can be concluded that challenging behavior can be displayed by both
adults and children. In this case, it has been seen that pupils show challenging behavior in
schools that makes it difficult for the surrounding people to handle them. While attending
primary schools, the pupils with challenging behavior are surrounding with teachers and other
pupils that shows appropriate behavior thereby, making it difficult for both the parties to stay in
the same environment peacefully. The above chapters highlight that inappropriate behavior are
displayed by some of the pupils but not all due to lack of competence in attaining a balance
between the behavior which can be considered as appropriate or inappropriate. Thus, it is the
core responsibilities of the teachers’ to manage the pupils with challenging behavior in the
primary school. According to the different teachers, the definition of challenging behavior might
vary due to which the available resources and support might also vary.
From the aforementioned chapters, it can be deduced that the teachers face several
challenges in managing pupils with challenging behavior. This is due to the sudden reaction the
pupils show when the teachers try to interact and communicate with them in order to understand
their behavior and them. However, other than the behavior of the pupils, the individual
perception of the teachers on challenging behavior needs to be recognized. It is essential for the
teachers to recognize the reasons of the challenging behavior of the pupils in order to manage
them. From the data analysis, it can be concluded that the teachers have seen the pupils
exhibiting challenging behavior that has given rise to additional challenges for the teachers in
order to decide the most suitable teaching style. However, the teachers have agreed that the

41DISSERTATION
school is providing enough support in helping the pupils with challenging behavior. The teachers
feel that punishment only deteriorate the condition of the pupils with challenging behavior and
they needs to be handled with adequate love, care, support and patience.
6.1 Recommendations
Based on the identified problems, the suitable recommendations are:
Proper counseling: The teachers need to council the pupils with challenging behavior, as this
will help the teachers to understand the issues. As a result, the teachers will be able to use proper
techniques to handle the identified issues.
Engaging in activities: Another method of managing pupils with challenging behavior is by
engaging them is playful activities. As a results, the mind of the pupils will remain diverted as
well provide options to improve their skills.
Removing others from the surrounding environment: Under critical and severe circumstances,
it is recommended to remove the people surrounding from the environment. This will help in
minimizing the casualties in the surrounding environment.
Noticing the body language and the tone of the pupil: As teachers, noticing the body language
and the tone of speaking for the pupil can also allow the teachers to manage the challenging
behavior of the pupils and minimizing the surrounding the casualties.

42DISSERTATION
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Appendices
Appendix 1
Survey questions
1. Are there any pupils displaying challenging behavior in your classroom?
 YES
 NO
2. Does the challenging behavior of the pupils change your teaching styles?
 Yes
 NO
3. Do you find challenging behavior in the classroom stressful?
 YES
 NO
4. How can the teachers help in handling the challenging behavior of the pupils?
 Patience
 Counseling
 Punishments
5. What type of support is available in the school for the challenging behavior of the
students?
 Counseling
 Healthcare support
 Monitoring
6. Do you think the support the school is providing is effective?

49DISSERTATION
 YES
 NO
7. How is the school making the support effective for the pupils with challenging behavior?
 Conducting parents and teachers’ meetings y
 Regular counseling
 Strict monitoring
8. Do you think that fear of punishments can refrain pupils from showing inappropriate
behavior?
 YES
 NO

50DISSERTATION
Appendix 2
Interview questions
1. Do you think the challenging behavior of the pupils hampers the other pupils?
2. How is it for you as teachers to handle pupils with challenging behavior?
3. Does punishing the pupils with challenging behavior affect them psychologically?
4. How do you handle pupils with challenging behavior other than punishing them?