Teachers’ attitude, expectation, behaviour and their relationship with students have always
been considered when evaluating student academic performance. However, some research paper
shows a different perspective of how these factors influence students’ behaviour. For example,
McGrath and Bergen (2015) suggested that a students’ age, gender, temperament, academic ability,
socioeconomic status and cultural background can affect the relationship between the student and
their teachers. A negative teacher-student relationship can influence adversely on students’ school
attendance, attitudes towards school and engagement in class, which eventually leads to misbebavior.
This is also supported by Demanet and Houtte (2012), who suggest that a weak bonding between
students and teachers also lead to an increase in misbehaviour in students. Demanet and Houtte
(2012) also conclude that a school-wide belief that students do not have certain aptitude to be taught
can result in teachers’ low expectation and less time and effort in teaching, which will eventually
cause cause students to feel strained and that they underachieve academically; these elements
eventually result in misconduct. Moreover, Sullivan, Johnson, Owens and Conway (2014) compare
classroom to an ecosystem which involves interactions between a teacher, students, curriculum and
resources, and physical setting. They believe that any factor can make students less engaged in
academic learning which later causes misconduct; it indicates that teachers’ interaction with students
can be part of the reason why students misbehave. Furthermore, some other reasons that result in
student misbehaviour are explained in the following literature; Cothran, Kulinna and Garrahy (2009)
investigate both teachers’ and students’ attribution to students’ misbehavior simultaneously. They
find that teachers believe students misbehave due to their poor home life while student argue that
the reason why they misbehave is because they find the learning experience meaningless and
unrelatable. Lin and Yi (2015) highlight that adolescents tend to have less sleep due to biological
and psychosocial reasons. The insufficient amount of sleep directly leads to youth conduct problems
and also indirectly affect students’ academic performance, level of emotional well-being and defiant
Interview findings
Before each interview was conducted, consent form was given to interviewee to sign.
Interviews were carried out in the form of conversation. Interviewees’ information are shown below.
F: Male, 34, pre-service teacher (Migrate to Australia from Korea since 14)
All interviewees’ responses were hand written. Upon analyzing each response, the most
The common responses given by all the participants in relation to student misbehaviour are
All participants responded that disengagement is the main reason for student misconduct,
however, the reason that cause disengagement vary from participant to participant. For example,
Participant A and D, referred to their own experience as a student, stated that boredom and lack of
meaning in learning caused their disengagement. While other participants responded that learning
difficulties, such as Autism, ADHD, English as a second language may hinder students’ engagement
in class. The usage of smart phone, lack of sleep and teacher prejudice are also mentioned by
The majority of the participants believe that students’ misbehaviour is due to their needs of
attention; participants B and E, in particular, stated that students seek attention by challenging
authority so they can become the “cool kids” in schools. According to Maslow’s theory, sense of
belonging and acceptance as well as respect by others rank high in the hierarchy of needs so being
seen as a ‘cool kid’ by being rebellious gains respect, which is likely perceived as attention in
adolescents’ domain.
Most of the participants believed that easy access to the internet increases the chances for
students to be exposed to inappropriate and violent online material. Participant F used viral video
as an example; he explained, “… kids do not have the ability to filter what they see, they simply
copy it without any regard to ethical or moral guidelines”. Young children who struggle to figure
out their identity are more likely to act out. This resonates with the point mentioned above in regard
to the issue of seeking attention as copying what they see in the viral videos will likely draw attention.
Family is also mentioned by most of the participants. Participants believe that family issues
such as financial problem, abusive parents, weak bonding between parents and students, and parents’
pressure on students’ academic performance can all result in student misbehaviour. As participate B
stated, “…students whose parents engage in violent behaviour at home tend to act violently at
school.” Similarly, Participant E believed that students who receive overwhelming pressure from
parents are more likely to act out in school as a way to expressing themselves and relieving stress.
First of all, all participants from the interviewees believe that disengagement is a reason
for student misbehaviour. This point is supported by Sullivan, Johnson, Owens and Conway
(2014) who surveyed a number of 1,750 teachers across South Australia and concluded that
from teachers’ perception, student disengaged behaviour is tremendously widespread. Since the
teacher participants are in the same context where students are, it gives them more insights into
how students behave in the class. Similarly, most of the participants in the interviewees are
students themselves, therefore, they can understand the importance of engagement in relation
Moreover, as mentioned earlier, insufficient amount of sleep leads to misbehavior (Lin and
Yin, 2014). Surprisingly, only one participant (F) mentioned this point. In Lin and Yin (2014) article,
they highlight that in Asian countries, such as Korea and China, due to the academic pressure,
adolescents tend to sleep less than their counterparts in Western countries. Coincidentally,
participant F has a Korean background - this might be the reason why he mentioned it when he was
Furthermore, none of the interviewee talked about teachers’ attribution to student misbehavior.
Unlikely, Demanet and Houtte (2012), who conducted a questionnaire of 11,945, Grade 3 and Grade
5 students from 48 randomly selected schools in Flemish, found that students are more likely to
misbehave if their teachers believe they do not have certain aptitude to be considered as “ideal
teachable students”. However, since most of the interviewees are university students, they are less
reliant on teachers. In other words, they are more self-regulated and self-directed. Hence, they might
not be able to see how teachers’ contribution can be a motivation for student to learn.
It is also worth mentioning that most of the participants blame social media for students’
misbehaviour; however, this is not supported by any research mentioned earlier. Taking into
consideration of the fact that most of the interviewees have left high schools at least 10 years ago,
lack of teaching experience and exposure to the new-age culture of adolescents may cause them to
amplify the power of social media. Attention seeking, which is an overlapping concept with social
media, is another common finding from literature review and interviewees. Both literature review
and interviewees hold the same opinion that students seek attention for social purposes. However,
Cothran, Kulinna and Garrahy (2009) also mentioned attention seeking for power. Participants in
this research is physical education teachers, since PE class is usually taken place outside a classroom,
students are more likely to conduce less-disciplined behaviour, therefore it is more likely for PE
teachers to see students using their physical strength to gain attention and power.
At last, family issue is both mentioned in research paper and by the interviewees. However,
participants link family problems directly to student disbehavior, while McGrath and Bergen (2015)
suggest that family background has influence on students’ behaviour indirectly. McGrath and
Bergen (2015) combined 92 studies and 12 review articles to conclude that students who comes
from ethnicity group, low SES family and low learning ability are more likely to experience negative
teacher-student relationship, which leads them to misbehave. It is true that teachers’ prejudice, set
ideas about students and treat them in a particular way and it reinforces the misbehavior.
Implication
By looking at the research paper and responses from the interviews, I realized that teachers
play a key role in managing student behavior. By understanding how teachers’ expectations,
attitude and behavior affect the way students behave, I believe it is important for me, as a
priority to create a classroom environment with high expectations and supportive teacher-
student relationship.
What I will do first is to set expectations for student behavior and make sure that those
expectations are clearly communicated and explained to all students. Moreover, I should also be
assertive, but not authoritarian; it means I should always behave in a firm and positive way. For
example, setting up a “No excuse” rule for students, when a student misbehaves, instead of giving
the student punishment and showing the student how disappointed I am. I should tell the student
that I expect more out of him or her and I believe he or she will not do this again. Furthermore, high
expectations for student behavior should not be limited to a classroom. In other words, it should be
viewed as a whole-school approach. When teachers and staff members believe that their students
Secondly, it is important to build a positive relationship with students at the start of the teaching.
Therefore, on my first day of school, I will greet students at the classroom door, learn their names
and also share my experience with them. In the future teaching practice, I will show my interests in
what they like, I will be a listener, giving students opportunities to talk about what they like and
show my care for their life outside school. Even though it takes time and requires extensive effort
from teachers, I believe connectedness between teachers and students should be developed on a
school-wide base because when all the teachers and school staff members build positive relationship
with students, students will feel confident, safe and they will be more willing to learn and behave
appropriately.
Thirdly, knowing students want to gain attention requires me to create a fair and equal learning
classroom environment where every individual student is treated in a respectful manner. For
students, I will teach them to be supportive to their peers, be good listeners when other students talk.
For me, I will give students as much as attention possible, for example, I will use eye contact, body
language and proximity technique to show students that I am aware of them so that they will feel
valued.
It is also worth considering when students display disengaging behaviour in class, it does not
necessarily mean that they purposely misbehave in a particularly way; instead they might be sending
out signals for emotional support or academic help. If I fail to understand their intention, they will
be more likely to express themselves in a way which I consider as misbehavior. Being able to
understand the reasons behind student disengagement allows me to reflect on my own teaching
experience. It is important to let students feel what they learn is meaningful and relevant to their
future so that they will be motivated to learn. I will tell them it is not only about the content that
is taught in the class, it is the skills in relation to the content matters as well. I will also take
into account of their learning ability so that modification of teaching pedagogy can be
Conclusion
In conclusion, this report elaborates the reasons as to why young children misbehave in schools.
It helps pre-service teachers to understand their ownership of student behavior so that they can be
supportive and caring. It also helps teachers to reflect on their attitude, behavior and teaching
practice so that effective teaching strategy can be developed to meet student needs.
Reference
Cothran, D., Kulinna, P. & Garrahy, D. (2009). Attributions for and consequences of student
misbehavior. Physical Education and Sport Pedagogy, 14(2), 155-167. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/17408980701712148
Demanet, J., & Houtte, M. (2012). Teachers’ attitudes and students’ opposition. School misconduct
as a reaction to teachers’ diminished effort and affect. Teaching and Teacher Education, 28(6),
860-869. Retrieved from:
http://www.sciencedirect.com/science/article/pii/S0742051X12000522
Lin, W., &Yi, C. (2015). Unhealthy Sleep Practices, Conduct Problems, and Daytime Functioning
During Adolescence. Journal of Youth and Adolescence, 44(2), 431-446. Retrieved from
https://link.springer.com/article/10.1007/s10964-014-0169-9
McGrath, K., & Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative
student-teacher relationships and their outcomes. Educational Research Review, 14, 1-17.
Retrieved from https://doi.org/10.1016/j.edurev.2014.12.001
Sullivan, A., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or Engage them? Teachers’
Views of Unproductive Student Behaviours in the classroom. Australian Journal of Teacher
Education, 39(6), 43-56. Retrieved from
http://search.informit.com.au/fullText;dn=479156672510478;res=IELAPA