Email this article 
A study of teaching experience and teacher-parent collaboration in managing students’ disruptive behaviours
Zvisinei Moyo, University of Johannesburg, South Africa
Abstract
This study examines the role of teaching experience and teacher-parent collaboration in managing students' disruptive behaviours in secondary schools in Nigeria. A total of 367 teachers participated in the study. Data were collected using a questionnaire and analysed using one-way Analysis of variance and the Pearson moment correlation. The findings indicate differences in teachers' years of teaching experience determine how students’ disruptive behaviours are managed. However, a non-significant weak positive correlation was found between teacher-parent collaboration and students' disruptive behaviour management (r = 0.95, p =.068). These results underscore the importance of teachers teaching experience in ameliorating disruptive behaviours. Based on these findings, teacher mentoring programme involving peering of senior and junior teachers as mentor and mentees respectively for effective classroom management should be implemented.
Keywords
References
Adams, D., Harris, A., & Jones, M. S. (2016). Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child. Malaysian Online Journal of Educational Sciences, 4(3), 58–72.
Adeoye, M. A., & Lasisi, A. K. (2023). Addressing Socioeconomic Disparities in Developing Student-Centred Learning Environments. Journal of Didactic Studies, 1(1), 90–98. https://doi.org/10.17509/jds.v1i2.60648
Adewale, S. (2024). The Nexus Between Teachers’ Demographic Characteristics and Utilization of 21st Century Collaborative Teaching Strategies in Classrooms. International Journal of Learning, Teaching and Educational Research, 23(6), 488–503. https://doi.org/10.26803/ijlter.23.6.22
Afemikhe, O. A., Imasuen, K., & Idusogie, V. O. (2022). School Culture, Practices and Structure As Predictors of Performance of Secondary School Students in Edo State, Nigeria. European Journal of Education Studies, 9(2), 190–200. https://doi.org/10.46827/ejes.v9i2.4167
Ajayi, V. O., & Ajayi, E. E. (2017). Influence of class size on students’ classroom discipline, engagement and communication: a case study of senior secondary schools in Ekiti state, Nigeria. Sky Journal of Educational Research, 5(5), 34–41. https://www.researchgate.net/publication/321212374
Azeem Ashraf, M., Alam, J., & Gladushyna, O. (2024). Teachers’ Perspectives on Disruptive Student Behaviors: The Interconnectedness of Environment and Early Childhood Education in Pakistan. SAGE Open, 14(1), 1–14. https://doi.org/10.1177/21582440231221121
Aziz, R., Susilowati, M., Masturin, M., & Prasojo, Z. H. (2023). Teacher-parent collaboration for developing student character in online learning. International Journal of Evaluation and Research in Education, 12(3), 1477–1485. https://doi.org/10.11591/ijere.v12i3.24456
Berger, J. L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network. SAGE Open, 8(1), 1–12. https://doi.org/10.1177/2158244017754119
Çakmak, M., Gündüz, M., & Emstad, A. B. (2019). Challenging moments of novice teachers: survival strategies developed through experiences. Cambridge Journal of Education, 49(2), 147–162. https://doi.org/10.1080/0305764X.2018.1476465
Coronel, L. M. (2024). Teacher-Parent Collaborative Mentoring Practices on Scholastic Success of Learners. International Journal of Social Science and Human Research, 07(02), 1317–1322. https://doi.org/10.47191/ijsshr/v7-i02-54
de Jong, L., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86, 102925. https://doi.org/10.1016/j.tate.2019.102925
Fitri, H., Marjohan, M., & Alizamar, A. (2021). Student Discipline Problems and the Role of Counselors and School Principals toOvercoming Them. Jurnal Aplikasi IPTEK Indonesia, 5(1), 23–27. https://doi.org/https://doi.org/10.24036/4.15388
Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching? Teaching and Teacher Education, 97, 103213. https://doi.org/10.1016/j.tate.2020.103213
Gul, Y. E. (2023). A Theoretical Perspective On Survey Method From Quantitative Research Methods. Universum, 4(106), 64–68. https://doi.org/https://doi.org/10.32743/UniPsy.2023.106.4.15254.
Ihebom, B., & Uko, J. O. (2020). Challenges and Prospects of Secondary Education in Nigeria. International Journal of Scientific Research in Education, 13(4), 670–688.
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Lee, J. J., & Mccabe, J. M. (2021). Who Speaks and Who Listens: Revisiting the Chilly Climate in College Classrooms. Gender and Society, 35(1), 32–60. https://doi.org/10.1177/0891243220977141
Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community Schools as an Effective School Improvement Strategy : A Review of the Evidence (Issue December).
Marrero Galván, J. J., Negrín Medina, M. Á., Bernárdez-Gómez, A., & Portela Pruaño, A. (2023). The impact of the first millennial teachers on education: views held by different generations of teachers. Education and Information Technologies, 28(11), 14805–14826. https://doi.org/10.1007/s10639-023-11768-8
Munir, J., Faiza, M., Jamal, B., Daud, S., & Iqbal, K. (2023). The Impact of Socio-economic Status on Academic Achievement. Journal of Social Sciences Review, 3(2), 695–705. https://doi.org/10.54183/jssr.v3i2.308
Ødegård, M., & Solberg, S. (2024). Identifying teachers’ reactive strategies towards disruptive behavior in classrooms. Teaching and Teacher Education, 145(April), 104627. https://doi.org/10.1016/j.tate.2024.104627
Onwuneme, Y. (2023). Professionalism and the National Policy on Teacher Professional Regulation : An Exploration of Nigerian Secondary School Teachers’ Perceptions (Issue December) [University of Bristol]. https://doi.org/10.13140/RG.2.2.32719.25764
Smith, T. E., Holmes, S. R., Romero, M. E., & Sheridan, S. M. (2022). Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis. School Mental Health, 14(2), 278–293. https://doi.org/10.1007/s12310-022-09510-9
Sonsupap, K., & Cojorn, K. (2024). A collaborative professional development and its impact on teachers’ ability to foster higher order thinking. Journal of Education and Learning, 18(2), 561–569. https://doi.org/10.11591/edulearn.v18i2.21182
Terada, Y. (2021). How Novice and Expert Teachers Approach Classroom Management Differently. Edutopia. https://www.edutopia.org/article/how-novice-and-expert-teachers-approach-classroom-management-differently/
Thomas, J., & Nair, M. (2023). Investigating teacher influence on student engagement in high schools. Australian Educational Researcher, 50(3), 661–681. https://doi.org/10.1007/s13384-022-00511-w
Usman, Y. D. (2020). Teacher Education, a Strategy for Improving Teachers Output in Nigerian Educational System. Open Journal of Educational Development (ISSN: 2734-2050), 1(1), 45–53. https://doi.org/10.52417/ojed.v1i1.62
Wangdi, T., & Namgyel, S. (2022). Classroom to Reduce Student Disruptive Behavior :An Action Research. MEXTESOL Journal, 46(1), 1–11.
DOI: https://doi.org/10.21831/cp.v44i1.77032
Refbacks
- There are currently no refbacks.
Social Media:
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.
