#11875. Teachers reactions to childrens misbehaviours in North Western Ethiopia: A ground theory based analysis

July 2026publication date
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Journal’s subject area:
Sociology and Political Science;
Social Psychology;
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Abstract:
The aim of this study was to investigate factors that enhance or hinder teachers reactions to children misbehaviours. Twenty one semi-structured individual interviews were carried out with teachers. Grounded theory method was employed to analyze the data. The analysis of teachers voices revealed that all participants of the study perceived children sneaking out from home or playing truant as morally wrong and labelled it as misbehaviour. The findings also demonstrated that most of the teachers did not want to intervene while fewer teachers intended to intervene in the situation of observing misbehaviours. Concerning the reasons for teachers reactions to children misbehaviour, six set of themes emerged. These were: nature of the event, teacher–parent/child relationship, parenthood status, perceived consequences of the action, emotional feelings, and responsibility attribution. Intervention programs that enhance sense of responsibility, concern for the welfare of children, interpersonal relationship, and trust among neighbours have to be designed.
Keywords:
Bystander; Bystander reaction; Misbehavior; reactions; schools

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