Diversity and prevalence of student's indiscipline behaviors from the viewpoints of Tabriz secondary school teachers

Students’ misbehaviors are one of the main reasons for occupational stress among teachers. This study was designed to achieve two goals: a) identifying the varieties of students’ misbehaviors and b) determining the frequency of the indiscipline behavior in the secondary school classrooms. The qualitative research method, i.e., content analysis and a quantitative research method, i.e., a within-group design were used in this research. The research samples consisted of 47 teachers, who were selected using convenience sampling method for the first goal and 255 teachers who were selected using random sampling method for the second goal of this study. Two researcher-made instruments were used for the measurement of data. The first one was an open-ended questionnaire that was used for extracting the list of the student's stressful behaviors from the sample of the teachers. The second instrument was a questionnaire with 35 items. The items were selected through content analysis and exploratory factor analysis from students’ stressful behaviors. The results of exploratory factor analysis showed that the stressful behaviors of students can be classified into five categories: insulting the teacher, breaking of the laws, distractibility, teacher challenging and classmates harass. The results of repeated measures ANOVA showed that the greatest amount of stress among teachers were due to challenging misbehaviors and the least amount of stress were due to the classmates harass. Also, the results showed that breaking of the law misbehavior has the highest and insulting the teacher misbehavior has the lowest frequency of occurrence.