TEACHERS’ PERCEPTION ON CLASSROOM

MISBEHAVIOUR AND INDISCIPLINE AMONG

HIGHER SECONDARY SCHOOL STUDENTS

Dr. Sagy John, HSST Zoology, GHSS Puthuppadi . &

Santhosh T.M. ,Ph.D. Scholar, Farook Training College, Farook.
 Introduction
Recently, the reports of the classroom misbehaviour
and in-disciplined actions of the higher secondary
school students in Kerala are getting increased day by
day.
In the year 2019, only, the student misbehaviour has
increased to the extent that, there are many cases
where the higher secondary students attacked the
Principal or the teachers.
Many new discipline issues have penetrated into the higher
secondary schools such as
• ‘New year celebrations
•,‘Onam celebrations’
•use of drugs and alcohol
• bringing mobile phones to the school and watching pon videos
•, arranging tours without the permission of the school
•,destroying school furniture
• absenteeism without any valid reason,
• immoral ways of behaviour in the school tour
• ragging of junior students
• vulgar ways of arranging send off party by the students and
•‘celebrating students’ birth day party’ in the class
 Significance of the study
Significance of the Study
Teachers are held responsible to control student misbehaviour and
indiscipline in schools and many a time they become the victim of attack
by parents, students and higher authorities.

Teachers who are trying to handle indiscipline problems ‘strictly’

are prone to physical/ mental attacks by students, political parties and
even by higher authorities.
As teachers are the most affected persons in such issues, it is
imperative that their perception on the causes and remedies of
misbehaviour and indiscipline has to be studied.
 The type of management (Government or Aided School) ,
teaching experience, gender or the subject which they handle etc., have
any influence on controlling misbehaviour and indiscipline among
students have also to be studied.
 Population and Sample
The population for this study include higher secondary school
teachers of Wayanad District.

The Sample consisted of one hundred (100) higher secondary

scho0l teachers randomly selected from twenty (20) higher
secondary schools in Wayanad.
 Tool Used
Teacher Perception form
The investigator developed and validated a teachers perception
scale with items related to the various aspects classroom
misbehaviour and indiscipline among higher secondary school
students.
Data analysis

.
Table1: Perception of teachers towards student classroom misbehaviour
and indiscipline

N Mean Median SD Skewness Kurtosis

100 109.92 108.50 10.15 0.22 0.06

The mean perception score is 109.92. Hence one can say that the
teachers have a moderately favorable perception to the items given in the
tool.
Data Analysis
Hypothesis-1
There is no significant mean score difference
between the perception of male and female
teachers on classroom misbehaviour and
indiscipline.
Table:2 Mean score difference in perception
between
Group
male
N
and female
Mean
teachers
SD T-value Level of
Significanc
e
Male 45 110.62 9.741 P<0.05
 Table: Mean score in perception:
Teaching subject-wise comparison
Group N Mean SD T-value Level of
Significance

P<0.05
Science teacher 29 110.17 9.23 0.25 NS

Social science 42 109.57 10.78

teacher
---------------------- ------- ---------- --------------- -------------- -------------
-
Language Teacher 29 110.17 10.42 0.00 P<0.05
NS
Science Teacher 29 110.17 9.23
--------------------- ------ ---------- ------------- ------------ ---------
Language Teacher 29 110.17 10.42
0.24 P<0.05
Social science 42 109.57 10.78 NS
teacher
Hypothesis-5 There is no significant mean score difference in perception of
less experienced and more experienced teachers’ on classroom misbehaviour
and indiscipline.

Table: Mean score difference in perception of less experienced and more

experienced teachers’ on classroom misbehaviour and indiscipline.

Teaching N Mean score in SD T-value Level of

experience perception Significance

Less than 10 47 109.70 11.29 P<0.05

years
0.2 NS
More than 10
53 110.11 9.13
years
Hypothesis-6
There is no significant mean score difference between perception of Govt.
School and Aided School teachers on classroom misbehaviour and discipline

Table: Mean score difference in perception between Government School and

Aided School Teachers

Group N Mean score in SD T-value Level of

perception Significance

Govt. School
Teachers 69 110.23 11.26 P<0.05

0.54 NS
Aided School
Teachers 31 1109.23 7.21
Discussion

•The mean perception score is 110 and is moderately favourable to the

items given in the tool.
•The results of the study reveals that gender, teaching experience, type
of school management and teaching subject do not significantly
influence teachers’ perception on student classroom misbehaviour and
indiscipline.

•Issues like over-crowded classrooms, lack of physical facilities, lack of

strict rules to control misbehaviour, lack of disciplined education from
primary to high school, family problems, adolescent age related
problems,lack of capacity and interest In studies, peer group influence
etc. contribute to student misbehaviour and indiscipline at the higher
secondary school level.
Conclusion
•There is an increase in classroom misbehaviour and indiscipline
among higher secondary school students.
•Clear cut rules and procedures are to be framed and
implemented to handle student misbehaviour and indiscipline at
higher secondary level.

•Teachers should follow a structured approach in which students

know exactly what is expected of them, which behaviours are
acceptable or unacceptable and the consequences for each
behaviour.
•Further research in this area by taking more samples covering
more Districts is required.