A Phenomenological Study of Students' Perception of Teachers' Reaction to Their Misbehavior in the Classroom

Rezaie, Hamed; Dastbaz, Anvar

doi:10.48310/tpd.2025.17661.1786

A Phenomenological Study of Students' Perception of Teachers' Reaction to Their Misbehavior in the Classroom

Document Type : research paper

Authors

Hamed Rezaie ¹
Anvar Dastbaz ²

¹ MA student, department of counselling, faculty of psychology and educational sciences, Allemeh Tabataba’i University, Tehran, Iran

² Assistant professor, department of human sciences and social sciences, Kurdistan University, Sanandaj, Iran

10.48310/tpd.2025.17661.1786

Abstract

Understanding the different reactions of teachers to students' misbehavior has always been a topic of discussion among educational environment experts. However, the lack of research in the field of teachers' reactions to this misbehavior from the students' perspective was evident in domestic and foreign studies. Therefore, the present study aimed to investigate students' perception of teachers' reaction to their misbehavior in the classroom with a qualitative method and a phenomenological approach with 15 first-year high school students in Kermanshah province in the academic year 1403-1404 using purposive sampling. The data collection tool was a semi-structured interview, and Clark and Brown's content analysis was used to analyze the information obtained. In order to ensure the reliability of the information obtained, the management methods used by the interviewees, non-directional case analysis, and long-term observation and contact in the educational environment were used. For verification, a presupposition-recording sheet was used. Based on the interviews, two main codes of strict and gentle strategies were obtained. Strict strategies included informing parents and administrators, corporal punishment, and gentle strategies included conversational responses, classroom conflict, and negative grades. The results showed that teachers could take steps to reduce student misbehavior by communicating well and engaging students in classroom activities and their perception of justice

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