The effect of Students` undIscIplIned behavIors upon SocIal

European Journal of Educational Studies 7(1), 2015
European Journal of Educational Studies 7(1), 2015
© 2015 Ozean Publication
THE EFFECT OF STUDENTS’ UNDISCIPLINED BEHAVIORS UPON SOCIAL STUDIES
TEACHERS’ INSTRUCTIONAL PERFORMANCE
EMINE OZEL
Education Faculty, Dumlupinar University, Kutahya, Turkey
E-mail address for correspondence: ozelemine@yahoo.com
__________________________________________________________________________________________
Abstract: Education is a set of performances which enables improvements to carry on in a sequential way
Teacher performance, especially, is the main acceleration of this integrated progress. Teachers’ highperformance that covers the management of human and material resources in a social studies class will closely
affect the effectiveness and efficiency in education. Continuous undisciplined behaviors of students in class are
effective on this performance. This descriptive study, conducted on 133 social studies teachers employed at
secondary schools, has tried to determine the level of the effects of students’ undisciplined behaviors on social
studies teachers' instructional performance. As a result of the research, it was concluded that the effects of the
students’ continuous undisciplined behavior on teaching during social studies course is a lot and negative on the
other students. Because of these undisciplined behaviors during the lesson, social studies teachers have difficulty
in following the lesson plan, are not keen to provide extracurricular activities, follow a routinized course and
cannot provide an enjoyable course to students.
Keywords: Students’ undisciplined behavior, instructional performance, teacher
__________________________________________________________________________________________
INTRODUCTION
No matter which sector it serves in, for a business organization, performance is a strategic matter because
performance is a concrete idea put forward to achieve a task more efficiently and effectively. Teachers’
performance in education organizations is based on the idea that teaching, which is both human and pecuniary
resource, adds additional values to students and the education system. İn this respect, it is crucial that teachers,
bearing the task of raising human, should demonstrate a high level of performance in teaching (Helvaci, 2002,
Isigcok, 2008, Ocak et al. 2005, Balkar and Sahin, 2010).
A teacher is supposed to achieve the planned instructional experiences to accomplish teaching and achieving
these experiences is a process proceeding through academic relations between the learner and teacher. Carrying
on this process regularly as planned depends especially on student-based behaviors. Therefore, it is a
requirement to create a learning discipline in the classroom. Learning discipline means motivating the student,
planning the classroom activities, applying them, managing the class and thus achieving effective and efficient
learning (Sunbul, 1996).
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European Journal of Educational Studies 7(1), 2015
Performance competence demonstrated by the teacher is crucial for the quality of teaching because this
competence is an indicator of both conscientious and formal liabilities. The main purpose of teacher performance
is to form a culture in which students bear the responsibility of classroom spirit. İf a teacher feels that he hasn’t
been able to achieve this goal, problems will arise in his/her individual efforts, professional perspective, his/her
relations with himself and with the class and so immateriality and indifference will arise in his job. Class and
student behaviors, characterized in particular by the teacher, are supposed to correspond to academic
expectations.
İf there are negative behaviors in class that destroy this discipline in the classroom, the teacher will divert his/her
efforts to the students who carry on these behaviors and damage the routine of learning environment. These
individual cases affect the instructional performance of the teacher negatively because the teacher wastes most of
his/her energy and time to sustain the classroom discipline. İn Turkey, instructional performance is among the
professional competence indicators. İn 2002, teacher competence in his/her domain was tried to be standardized
with competence and performance studies carried out within the scope of TEDEP (Support to Basic Education
Program) supported by EU (Can, 2004, Turkish Education Society, 2009, Aksit, 2006).
İn this context, it is expected from teachers to form positive relations with students, to provide a relaxed learning
environment, to apply constructive discipline and to set a psychological learning environment; however, these
expectations also restrict the administrative power of both the teacher and the administration. İf a teacher always
comes up against behavioral patterns while performing his/her task and so the lesson deviates from its aim,
his/her success level in that task will decrease qualitatively and quantitatively (EARGED, 2006, Bostanci and
Kayaalp, 2011).
The cases encountered by teachers in the class as undisciplined behaviors are such in-class impudence as
physical and verbal attacks of students from one to another, indecency, rebelling against the authority, talking
aloud, lingering around the class, letting out some kind of weird sounds and not paying attention to the lesson or
wasting time by being absorbed in other unrelated things during the lesson. When a teacher has to waste his/her
efforts on the students how has developed such habits, the learning time is wasted and the teacher is worn out
and disappointed professionally (Pala, 2005, Cankaya, 2011).
Related literature has been focused on the definition, perception and solution of indiscipline cases in the class
and the negative effects of these indiscipline problems on the academic instructional performance of the teacher
have been ignored. İt has been established that in terms of victimhood arising from students’ undisciplined
behaviors, teachers consider students’ individual characteristics and school administrations that allow such
problems to exacerbate responsible (Sarpkaya, 2007, Bilir, Kuru and Tezcan, 2007).
İn social studies lessons also, such behaviors of students that destroy the academic experience in class are highly
likely because a single educational output is expected from students with various expectations: achieving success
at pre-determined norms. Therefore, this single aim might not turn out to be accepted by or achievable for all the
students. The resultant undisciplined behaviors as a reaction might also arise at different levels and might be
affected by various factors that might stem from family, society or the learning environment. Whatever the
reason, such undesired behaviors have negative impacts on both students and teachers and damage not only the
learning environment of students but also the professional career of teachers because these discipline problems
are frequently those which hamper the teachers’ academic responsibilities. Education requires discipline. Studies
on undesired student behaviors in class generally provide the descriptions of and possible precautions against
such behaviors; however, no sufficient research has been conducted on how such negative behaviors affect
teachers.
This research is on the effects of the undisciplined behaviors of students on the instructional performance of
social studies teachers. The objective of the research is to determine especially which instructional performances
of social studies teachers the undisciplined behaviors of students affect more during social studies course on the
strength of the premise that the undisciplined behaviors of students during social studies course affect the
instructional performance of the teacher of the course negatively. The research is significant in terms of
determining the vital instructional performance of a teacher due to undisciplined behaviors of students during
social studies course and possible precautions against such behaviors. İn this respect, the findings will enable to
form a planned and qualified learning environment during social studies course and to come up with systematic
and decisive precautions against the students with such behaviors.
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European Journal of Educational Studies 7(1), 2015
METHODOLOGY
The population of this descriptive research was composed of social studies teachers (133 teachers) working at
secondary schools at the city center of Kutahya. The research data were acquired by applying “The Effect of
Undisciplined Behaviors of Students on İnstructional Performance of Teachers” questionnaire, developed by the
researcher, on social studies teachers. During the preparation process of the questionnaire, the literature was
reviewed and instructional performance indicators were established for teachers. Especially while establishing
the items out of instructional performance indicators, general competencies of teaching profession developed by
MEB (Ministry of National Education) General Directorate of Raising Teachers, and in this context, 6
competency domains, 31 sub-competency and 233 performance competency areas, those related to teaching
among sub-competencies and A3 level among elementary teaching competencies out of special domain
competencies and instructional expressions determined in EARGED model “management of performance at
school” were used. İn the research, as determiners of teaching service of teachers, course planning, activities,
method and techniques, tools and material, content order and presentation, student communication, time,
environment and counselling were used as a base. İn the research, instructional performance of social studies
teachers was limited to the elements that are the determiners of teaching service and the effect of undisciplined
behaviors of students on these teaching service determiners were analyzed. Considering the access to the
population and possible cost, the data were gathered through “easy accessibility” method. The alpha reliability
coefficient was found 0,92 during reliability analysis of the research. The questionnaire was conducted during
2013-14 academic period. Computing the means and standard deviations acquired as a result of questionnaire
application, the effect of undisciplined behaviors of students on teaching and on other students were analyzed
according to teachers’ opinions.
RESULTS
This section presents the descriptive data of and interpretations about what extent the undisciplined behaviors of
students affect instructional performance of social studies teachers and variables of the effect on other students.
Table 1: The effect of students displaying undisciplined behaviors on teaching during social studies course
Frequency Percent
M
SD
Too much
33
24,8
2,39
1,21
A lot
59
44,4
No effect
2
1,5
Valid
Little
34
25,6
None
5
3,8
133
100,0
Total
44,4% of the participant social studies teachers expressed their opinion that the effect of the students who display
continuous undisciplined behavior in the class is a lot.
Table 2: The effect of students displaying undisciplined behaviors on other students
Frequency
Percent
M
Sd
Very negative
47
35,3
1,82
0,82
Negative
73
54,9
No effect
2
1,5
Valid
Little
11
8,3
133
100,0
Total
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European Journal of Educational Studies 7(1), 2015
54,9% of the participant social studies teachers expressed their opinion that the students who display continuous
undisciplined behavior in the class affect the other students negatively.
Table 3: Differentiation of students displaying continuous undisciplined behaviors in terms of the instructional
performance of social studies teachers
İtems
Graduation
N
Mean
S.D.
Levene
sd
p
None
33
3,12
0,64
Little
59
2,70
0,92
İ have no difficulty
in following the
Sometimes
2
2,00
,001
4,07
4,128 0,004
course plan
A lot
34
2,32
0,72
Too much
5
1,00
0,001
None
33
4,15
0,75
Little
59
4,13
0,86
İ’d like to include
extracurricular
1,27
4,128
0,28
Sometimes
2
4,00
0,01
activities
A lot
34
3,58
0,82
Too much
5
3,60
0,54
None
33
3,45
0,83
Little
59
4,03
0,69
İ don’t follow a
3,12
4,128 0,017
Sometimes
2
3,00
0,01
routinized course
A lot
34
3,58
0,60
Too much
5
3,60
0,54
None
33
3,63
0,17
Little
59
4,08
0,10
İ conduct an
8,61
4,128 0,001
Sometimes
2
3,00
0,01
enjoyable lesson
A lot
34
3,64
0,21
Too much
5
3,00
0,01
Table 4: Variance analysis of the effect of students displaying undisciplined behaviors on the performance of
social studies teachers
Sum of
df
Mean
F
Sig.
Squares
Square
26,58
4
6,64
İ have no difficulty Between Groups
Within Groups
80,51
128 0,62
10,56
in following the
0,001
course plan
Total
107,09
132
Between Groups
8,33
4
2,085
İ’d like to include
Within Groups
84,59
128 0,66
3,155
extracurricular
0,16
activities
Total
92,93
132
Between Groups
9,75
4
2,75
İ don’t follow a
Within Groups
63,54
128 0,93
2,918
0,02
routinized course
Total
73,308
132
Between Groups
10,94
4
2,44
İ conduct an
Within Groups
119,97
128 0,49
4,91
0,001
enjoyable lesson
Total
130,91
132
<0,05 <0,01
According to the variance analysis of the effect of students displaying continuous undisciplined behaviors on the
performance of social studies teachers; it was determined that the teachers of this course have difficulty in
following the course plan (3,12, 0,64), do not include extracurricular activities (4,15-0,15), follow a routinized
course (4,03-0,69) and do not conduct an enjoyable lesson.
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European Journal of Educational Studies 7(1), 2015
Table 5: Descriptive statistics the effect of students displaying continuous undisciplined behaviors during social
studies course on the performance of social studies teachers
Due to the students displaying continuous
undisciplined behaviors; %
1
None
2
Little
1- İ have no difficulty in following the course plan
2- İ have difficulty in planning the course
3-İ don’t want to make a course plan
4-İ teach the lesson according to individual
differences
5-İ ignore student needs
6- İ take learning paces of students into account
7- İ arrange the academic life of students
8-İ use a lot of material
9-İ am keen to use technological tools in the lesson
10-İ use various teaching methods and techniques
11-İ present an enriched content
12-İ manage the teaching time well
13-İ experience no disruptions during teaching
process
14-İ have communication problems with students
15-İ use limited resources
16-İ make sure of student participation in the lesson
17-İ encourage students to learn
18-İ can handle problems during the lesson
19-İ experience disruptions during teaching
20-İ arrange my lesson according to student level
21-İ use reinforcers timely
22-İ can’t provide feedback and corrections timely
23-İ correlate the subject with real life
24-İ explain the aim of the lesson
25- İ don’t pass to the next subject without making
sure that the current one has been grasped thoroughly
26- İ don’t want to include extracurricular activities
27-İ make use of level and interest sets
28-İ do repetitions when needed
29-İ give enough time for learning
30- İ conduct an enjoyable lesson
31-İ arrange the physical environment in class
32- İ follow a routinized course
33-İ do academic counselling and guidance for
students
34-İ provide activities to improve thinking skills of
students
35-İ am not keen to give and control homework
11,3
2,3
32,3
26,3
11,3
24,8
3
Someti
mes
47,4
29,3
23,3
M
Sd
13,5
48,1
8,3
5
Too
much
1,5
9,0
11,3
2,67
3,50
2,41
0,90
0,89
1,32
6,8
19,5
27,1
33,8
12,8
3,26
1,12
49,6
14,3
50,4
6,0
58,6
2,3
1,5
25,6
12,0
23,3
6,0
18,8
2,3
0,8
3,0
13,5
19,5
16,5
36,1
9,8
29,3
22,6
15,8
9,8
43,6
1,5
36,1
11,3
51,1
51,9
46,6
1,5
10,5
8,3
15,8
1,5
15,0
24,8
33,1
1,87
3,24
1,93
3,49
1,78
3,74
4,00
4,06
1,07
1,22
1,21
1,02
1,11
0,82
0,71
0,86
3,0
12,8
21,1
46,6
16,5
3,60
1,00
31,6
27,8
4,5
5,3
15,8
5,3
5,3
2,3
35,3
27,8
3,0
2,3
6,0
18,0
2,3
3,0
3,8
6,0
5,3
25,6
18,8
11,3
13,5
7,5
23,3
18,8
11,3
16,5
12,0
13,5
3,0
21,8
47,4
39,1
48,1
39,8
48,9
48,9
50,4
42,9
51,1
4,5
3,8
33,8
45,1
33,1
3,0
24,8
31,6
29,3
39,1
27,8
2,13
2,45
4,03
4,27
3,97
2,96
3,85
3,98
4,05
4,15
3,96
1,04
1,21
0,99
0,77
1,06
1,15
0,99
1,01
0,78
0,85
0,91
6,8
33,8
18,0
23,3
18,0
3,12
1,24
3,0
2,3
1,5
-
5,3
12,8
3,0
6,0
7,5
8,3
5,3
20,3
39,1
9,8
9,8
29,3
34,6
27,8
45,9
27,8
51,9
50,4
32,3
41,4
54,1
28,6
17,3
35,3
31,6
29,3
15,8
12,8
3,97
3,43
4,19
4,03
3,80
3,64
3,74
0,83
1,01
0,73
0,92
0,99
0,84
0,74
2,3
8,3
18,0
41,4
30,1
3,88
1,00
-
4,5
31,6
39,1
24,8
3,84
0,85
27,1
15,0
22,6
33,8
1,5
2,67
1,24
4
A lot
According to the descriptive statistics, it was determined that in the face of undisciplined behaviors, 50,4% of the
social studies teachers don’t arrange academic life of students, 58,6% are not keen to use technological tools,
50,4% sometimes provide feedback and corrections timely, 51,9% sometimes do repetitions and give enough
time for learning and 54,4% sometimes follow a routinized course.
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European Journal of Educational Studies 7(1), 2015
CONCLUSION & SUGGESTIONS
With more than 25 million students, it is normal for Turkish education system to suffer from certain problems
because it is hard to deal with human. The participant social studies teachers think that the students displaying
continuous undisciplined behaviors in class effect teaching a lot and affect the other students negatively. Besides,
it was found that the social studies teachers, whose students display continuous undisciplined behaviors during
the lesson, have difficulty in following the course plan, don’t want to include extracurricular activities, follow a
routinized course and do not conduct an enjoyable lesson. İn addition, it was also established that a great
majority of these teachers cannot arrange the academic life of their students as they desire and are not keen to
use technological tools.
The right of education is a right that all students have at the same level. The students displaying continuous
undisciplined behaviors in social studies course not only violate the education right of other students but also
affect the academic performance of their teacher negatively. Therefore, organizational precautions should be
taken against such students, discipline regulations should be revised accordingly, counselling and guidance
services should be run seriously and a joint follow-up of the family, school and teachers should be maintained to
handle such problematic students. Additionally, in order for social studies teachers to learn how to cope with the
undisciplined behaviors of such students and their negative effects on the class to conduct an efficient and
effective lesson, they should be provided training opportunities on conflict management, crisis management,
classroom management, behavior management, communication, etc...
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