Teachers’ Perceptions of Distress and Disturbance Regarding Students’ Behavior in an Elementary School Classroom

Substantial empirical data indicates that elementary school teachers are disturbed by student behavior problems in a classroom. A study was conducted in order to determine which behaviors teachers report to be most disturbing and whether there are any teachers gender differences in an all-male Orthodox Jewish Yeshiva elementary school classroom. The participants consisted of 149 elementary school teachers from 5 all-male Orthodox Jewish Yeshiva elementary schools in the New York Metropolitan area. Two instruments were used, a modified version of Algozzine’s Disturbing Behavior Checklist as well as a questionnaire for teachers, which includes a modified version of the Elliot and Dweck questionnaire which surveys teacher attitude and behavior interventions. Heads of schools were contacted for agreement to distribute the surveys to the teaching staff. Analyses indicate that teachers in allmale Orthodox Jewish Yeshiva elementary school find externalizing behaviors to be most disturbing, and female teachers were found to be more disturbed by internalizing behaviors than male teachers. Implications of this study emphasize the importance of effective management and early ascertainment of problem behaviors. Teachers’ Perceptions of Distress and Disturbance Regarding Students’ Behavior 58 Student Behavior and Teacher Tolerance in a Classroom Students demonstrate negative behaviors in the classroom on a regular basis, as affirmed by Waguespack and Moore (1993), “That children exhibit problems in the classroom is a fact of day-to-day school existence” (p. 153). The number of studies that have addressed this issue is large (Algozzine, Christian, Marr, McClanahan, & White, 2008; Algozzine & Curran, 1979; Coleman & Gilliam, 1983; Herr, Algozzine, & Eaves, 1976; Johnson & Fullwood, 2006; Landon & Mesinger, 1989; Lewin, Nelson, & Tollefson, 1983; Rescorla et al., 2007; Ritter, 1989; Safran & Safran, 1984, 1985, 1987; Stuart, 1994). Research on student behaviors and the role of teachers in dealing with student behaviors, makes it evident that while one behavior may be acceptable and encouraged in one classroom, it may be looked upon negatively in another (Algozzine, 1980; Algozzine & Curran, 1979; Ritter, 1989; Safran & Safran, 1985). Appropriate behaviors and inappropriate behaviors are very much context-based. According to Algozzine (1980) “Behavioral disturbance is a function of the interaction of the child within an ecosystem” (p. 112). Therefore, student behavior and teacher tolerance are critical factors for understanding appropriate and inappropriate behaviors in a classroom. Student behaviors in a classroom have been observed and reported by researchers and teachers for decades. Over the past 25 years, Gallup polls have indicated that behavioral problems are of the top challenges schools face (Sugai, 2009). To organize and examine these behaviors, checklists of behaviors are available (Algozzine, 2003) which list the most common problem behaviors seen in a classroom by teachers. These behaviors include anxiety, isolation, disobedience, disruptiveness, and destructiveness. Behavioral issues in classrooms are more than research issues. Such behaviors engage teachers for an inordinate amount of time, most certainly impacting instruction (Safran, Safran, & Barcikowski,1985). Safran and Safran (1984) report that teachers spend 60% to 90% more of their time with students who have behavior problems than with other students in the class. Johnson and Fullwood (2006) similarly state that teachers spend up to 90% more time dealing with these students than with the rest of the class. Gross & Pelcovitz 59 Teacher Role and Teacher Tolerance The tolerance level of a teacher, in addition to other factors, leads to student referrals or student evaluation. Teachers are responsive to student behavior in a classroom, and based on the teacher’s response, he or she is in control of a child’s experience (Algozzine, 1980; Lewin et al., 1983). To further describe this occurrence, “The classroom teacher represents the primary agent for carrying out the social functions of the schools” (Algozzine, 1980, p. 112). The teacher will evaluate a child’s behavior and if he or she deems it necessary, will take his or her opinions about the child to the next level, whether suggesting the child have a form of behavioral intervention, consultation, or referral. This premise is confirmed by Christenson, Ysseldyke, Wang, and Algozzine (1983) in the opening statement of their study, “One of the most important decisions a classroom teacher makes is to refer a student for an ... evaluation” (p. 174). The decision of teachers to make a referral is often reflective of their tolerance levels for student behaviors. The referral and evaluation are critical in that they set the course for intervention measures. This is the case for a variety of circumstances, such as, whether necessary or not, whether the issue lies with the teachers’ misperceptions or with the students’ real presenting behavior, or whether it is ultimately positive and constructive for the student, or unfortunately, negative and destructive for the students’ progress and learning. The teachers’ tolerance and resulting actions have the power to directly maintain, enhance, or impede a student’s educational and behavioral progress. It is critical, then, to understand the dynamics involved in teacher attitudes and perceptions, and to examine how a teacher views and tolerates students and problem behaviors.