Teachers' Perception on Managing Pupils' Challenging Behavior

This dissertation investigates teachers' perceptions of managing challenging behaviors exhibited by pupils in primary school classrooms. It explores the teachers' attitudes, values, and beliefs about children's challenging behavior, examining the accessible supports available to teachers for managing these behaviors. The research employs a mixed-methods approach, including a literature review, survey questionnaires, and interviews, to gather data and analyze teachers' perspectives. The study aims to understand the challenges teachers face, identify effective management strategies, and provide recommendations for improving teachers' ability to support pupils with challenging behaviors. The findings highlight the impact of challenging behaviors on teaching styles, the stress it creates in the classroom, and the need for comprehensive support systems. The research concludes with recommendations for enhanced teacher training, improved school policies, and increased collaboration between teachers, families, and support services to address the complex issue of challenging pupil behavior effectively.

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

8DISSERTATION
(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

9DISSERTATION
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?

10DISSERTATION
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

11DISSERTATION
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’