To what teachers attribute student behaviour problems? how can this improve schools discipline policies?

Abstract EN

The paper explains the results of an in-depth investigation into discipline practices and problems in a large school in Amman.

How teachers in the school viewed discipline problems and their causes and what they saw as a solution to the problems were the key questions answered in the research.

All teachers were interviewed –by the researcher- about their perceptions of causes of discipline problems and their suggestions for improving the quality of discipline in the school.

Data collected in this study were analysed using qualitative data analysis methods.

Teachers’ attribution patterns of discipline problems were defined and developed within 6 categories viz., 1.Within – family factors.

2.

Within-student factors.

3.

Within-school factors.

4.

Withinteacher factors.

5.

Interpersonal relationships.

6.

Policy of the Ministry of Education.

Recommendations emerge with the analysis of the data, with practical implications for improving school practice and effectiveness.

It appeared from this study that any school-based professional development proposed should include administration staff, parents, and others concerned with discipline issues, if success is to be achieved in negotiating better policies and practices.