A thematic analysis of self-reported teacher perceptions and management of atypical student behaviours and their relation to the student self-concept.
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| Title: | A thematic analysis of self-reported teacher perceptions and management of atypical student behaviours and their relation to the student self-concept. |
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| Authors: | Bodfield, Kalum S.1 (AUTHOR) k.s.bodfield@ljmu.ac.uk, Carey, Philip2 (AUTHOR), Putwain, David W.1 (AUTHOR), Rowley, Avril1 (AUTHOR) |
| Source: | Pastoral Care in Education. Jun2025, Vol. 43 Issue 2, p262-282. 21p. |
| Subject Terms: | *Secondary school teachers, *Classroom dynamics, *High school teachers, Snowball sampling, Thematic analysis |
| Abstract: | Teacher responses to student behaviour directly influence numerous factors including student self-concept and later behaviour. Students with SEND tend to have a worse self-concept than their neurotypical peers, perhaps due to teacher expectations being lower and this informing the feedback given. However, the potential link between teacher response and student self-concept has not been definitively explored in research. Therefore, the following questions will be qualitatively explored; what are the recurring themes outlined by teachers when considering the management of atypical student behaviours in the classroom and how may the themes identified relate to the students' self-concept? Twelve secondary school teachers in Northern England were selected through snowball sampling and interviewed once in a semi-structured format over a digital medium to determine their perceptions and management of atypical student behaviours. There were four themes found: individual adjustments, behavioural management strategies, classroom dynamics and classroom assistance. The findings are novel in that they suggest that the feedback given by UK teachers to students focus on the remediation of a perceived deficit and may therefore be construed as negative feedback, which could have negative implications for the students' self-concept. [ABSTRACT FROM AUTHOR] |
| Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185228889 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A thematic analysis of self-reported teacher perceptions and management of atypical student behaviours and their relation to the student self-concept. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bodfield%2C+Kalum+S%2E%22">Bodfield, Kalum S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> k.s.bodfield@ljmu.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Carey%2C+Philip%22">Carey, Philip</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Putwain%2C+David+W%2E%22">Putwain, David W.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rowley%2C+Avril%22">Rowley, Avril</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pastoral+Care+in+Education%22">Pastoral Care in Education</searchLink>. Jun2025, Vol. 43 Issue 2, p262-282. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Secondary+school+teachers%22">Secondary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Snowball+sampling%22">Snowball sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teacher responses to student behaviour directly influence numerous factors including student self-concept and later behaviour. Students with SEND tend to have a worse self-concept than their neurotypical peers, perhaps due to teacher expectations being lower and this informing the feedback given. However, the potential link between teacher response and student self-concept has not been definitively explored in research. Therefore, the following questions will be qualitatively explored; what are the recurring themes outlined by teachers when considering the management of atypical student behaviours in the classroom and how may the themes identified relate to the students' self-concept? Twelve secondary school teachers in Northern England were selected through snowball sampling and interviewed once in a semi-structured format over a digital medium to determine their perceptions and management of atypical student behaviours. There were four themes found: individual adjustments, behavioural management strategies, classroom dynamics and classroom assistance. The findings are novel in that they suggest that the feedback given by UK teachers to students focus on the remediation of a perceived deficit and may therefore be construed as negative feedback, which could have negative implications for the students' self-concept. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185228889 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02643944.2023.2289488 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 262 Subjects: – SubjectFull: Secondary school teachers Type: general – SubjectFull: Classroom dynamics Type: general – SubjectFull: High school teachers Type: general – SubjectFull: Snowball sampling Type: general – SubjectFull: Thematic analysis Type: general Titles: – TitleFull: A thematic analysis of self-reported teacher perceptions and management of atypical student behaviours and their relation to the student self-concept. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bodfield, Kalum S. – PersonEntity: Name: NameFull: Carey, Philip – PersonEntity: Name: NameFull: Putwain, David W. – PersonEntity: Name: NameFull: Rowley, Avril IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02643944 Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: Pastoral Care in Education Type: main |
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