Authors : Chittattukara Sheen C. S.; Dr. Vini Sebastian

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/2s4bkzrd

Scribd : https://tinyurl.com/k93tkpat

DOI : https://doi.org/10.38124/ijisrt/26May774

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Background: Managing classroom behaviour remains a constant challenge in secondary schools, and teachers use a wide range of strategies depending on the situation. Collaborative Classroom Behaviour Management (CCBM) encourages teachers to act as proactive, relationship-focused managers rather than simply react to misbehaviour. This approach provides a full framework for understanding how teachers prevent, respond non-verbally to, and verbally address student misbehaviour. Methods: A quantitative survey design was utilized with a sample of N = 673 secondary school teachers from schools throughout Greater Mumbai. The validated CCBM scale, which measures 18 subdimensions across three dimensions: Prevention, Non-Verbal Interference, and Verbal Intervention, was administered. Data analysis included descriptive statistics (means, standard deviations, skewness, kurtosis) and one-sample t-tests comparing each subdimension mean to the scale midpoint (2.5) on a 4-point Likert scale (1 = Never to 4 = Always). Results: Teachers exhibited consistently high levels of Positive Phrasing (M = 3.699), Motivation (M = 3.670), Direct Appeal (M = 3.583), and Expert Authority Base (M = 3.554), with all scores significantly exceeding the scale midpoint (p < .001). Moderate levels of practice were identified for Physical Environment (M = 2.789), Classroom Rules (M = 2.748), Proximity Interference (M = 3.076), and Questioning Awareness (M = 3.165). Notably, Planned Ignoring was the only subdimension to fall below the midpoint (M = 2.366, t(671) = −6.04, p < .001), suggesting a consistent underutilisation of strategic non-response. Discussion: Findings indicate that teacher management profiles are marked by strong verbal and motivational strategies, while non-verbal and environmental practices remain comparatively underdeveloped. The consistent avoidance of Planned Ignoring suggests that authority-conscious teachers may unintentionally reinforce minor misbehaviour through excessive responses. The prominence of Motivation and Logical Consequences as central subdimensions indicates that professional development programmes should prioritise these areas as foundational entry points for cultivating a more comprehensive and integrated CCBM repertoire.

Keywords : CCBM, Classroom Behaviour, Verbal and Non-Verbal Interventions, Teacher –Student Relationship, Motivation.

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