A Case Study: Middle School Teachers Describe the Experience of Disruptive Behavior in Classrooms
Date
2024
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Abstract
Discipline is a concern for numerous schools; teachers continuously look for ways to create a positive environment. The problem was how disruptive classroom behavior negatively affects the learning environment. The purpose of the qualitative case study was to explore how middle school teachers experienced disruptive behavior in the classroom and how they described the perceived effects of disruptive behavior. A gap in research literature included middle school teachers’ views on classroom behavior, particularly within the past few years. The theory of planned behavior provided the theoretical framework for the research. Two research questions included how middle school educators described the experience of disruptive behavior in the classroom and how middle school teachers described the effects of disruptive behavior in a middle school classroom. The case study research design described the experience of behaviors interrupting the learning environment. The target population was 106 sixth, seventh, and eighth grade middle school teachers. The purposeful sampling size included 226th to 8th grade teachers. The selection criteria were based on different grade levels and types of classes to include a variety of environments. Data instruments included interview protocol and field tests. The data collection methods included transcripts of the interviews and notes taken during the interviews. Data were analyzed using Creswell and Poth's Data Analysis Spiral for data analysis. Key results addressed the types of behavior in the classroom and the effect of disruptive behavior. The conclusions of the study included answers to two research questions that guided this study. A recommendation for future research should involve teachers from schools without behavior concerns.
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Keywords
disruptive classroom behavior, learning environment, student engagement, impact of positive behavior