Teachers Perception on Managed Students Challenging Behavior in Primary Schools Name of the Student Name of the University Author Note Acknowledgement

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

1DISSERTATION
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.

2DISSERTATION
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.

3DISSERTATION
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

4DISSERTATION
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

5DISSERTATION
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

6DISSERTATION
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

7DISSERTATION
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