Exploring Problem Behavior in the Moroccan EFL High School Classroom: Types, Causes, and Coping Strategies


Authors : YOUSSEF EL OUIDANI; SIDI YOUSSEF EL BAGHDADI

Volume/Issue : Volume 7 - 2022, Issue 8 - August

Google Scholar : https://bit.ly/3IIfn9N

Scribd : https://bit.ly/3cTqBhQ

DOI : https://doi.org/10.5281/zenodo.7055820

One of the greatest concerns of teachers, administrators, and parents is the issue of problem behavior at school. In fact, providing a safe, positive and supportive classroom environment allowing students ample opportunities to learn and grow is a top concern for every caring teacher. The objective of this research is to investigate the different common aspects of students' disciplinary problems in Moroccan EFL high school classrooms. More specifically, this article aims at examining the various types and causes of classroom misbehavior as well as the strategies Moroccan teachers use to cope with it. The study involved 69 Moroccan high school teachers and 240 high school students who were selected on the basis of convenient sampling. The qualitative and quantitative data obtained from teachers and students through questionnaires, interviews and classroom observations were analyzed by triangulation. The descriptive analysis yielded the following findings. First, minor disciplinary issues are the most common types of disruptive behavior faced by Moroccan EFL high school teachers. Second, family problems, negative attitudes towards school and teacher behavior are the main causes of student misbehavior. The findings also suggest a number of effective ways for teachers to deal with diverse types of disciplinary problems. The study ends up with some pedagogical implications and suggestions for further research addressing the issue of problem behavior.

Keywords : Problem behavior; Causes; Strategies; EFL high school;

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