Teachers' Strategies for Managing Disruptive Behaviour in Nepalese Secondary School Classrooms

Abstract

This study explored the common classroom disruptions encountered, and the strategies employed by secondary school teachers in Nepal to manage the disruptive behaviours. The study also examined the support mechanism that teachers prefer in dealing with the classroom disruptions. The study's theoretical setup was based on the combination of behavioural perspectives and Bronfenbrenner's (1979) ecological systems theory and social interactional theory locating teacher's behaviour management at the broader relational, institutional cultural and societal levels. Adopting a qualitative phenomenological research design, the study employed semi-structured interviews as the data collection tool, with six secondary school teachers from Kathmandu were purposively selected as participants. The interview data were analysed using Braun and Clarke's (2006) thematic analysis procedure, generating five principal themes. The study results demonstrated that secondary school teachers in Nepal are posed with a diverse array of disruptive behaviours starting from continuous low-level off-task behaviours (e.g. making noise, talking without permission, moving about without permission, and non-completion of homework) to using gadgets in the class and extreme verbal and physical aggression. The findings revealed that Nepalese teachers’ strategies to disruptive behaviours are significantly shaped by the deeply rooted macrosystemic socio- cultural norms particularly teacher authority, respect and discipline demanding teacher-student relationship. The study affirmed that student-centered and culturally sensitive approach to behaviour management is crucial for secondary school classroom in Nepal.