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
Abstract :
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;
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;
