Undesirable student behaviours that secondary school branch teachers encounter in the classroom and the teachers' solution strategies to cope with these behaviours

Any behaviour which disrupts the order of the class in schools and hinders education is regarded as undesirable student behavior. These behaviors affect the educational process in a negative way and decrease the level of professional satisfaction of teachers. This research was conducted to determine the frequency of undesirable student behaviours encountered by branch teachers working in secondary school and the way they cope with these behaviors. The survey model was used in the study. The population of the research is composed of 5853 secondary school branch teachers working in 202 secondary schools in the provinces of Nilüfer, Osmangazi, Yıldırım and Mudanya in Bursa. The sample of the research consists of 20 secondary schools and 606 teachers who work in these schools of Nilüfer, Osmangazi, Yıldırım and Mudanya. In this study, Şenkulak's (2010) questionnaire prepared to define unwanted student behaviours encountered by English teachers in class and their strategies practised towards these behaviours was used with the permission of the researcher. The data collection tool consists of three parts. In the first part, there are 8 questions about the personal, job and classroom management education information of the teachers, 36 in the second part about the incidence of the disciplinary problems encountered in classroom and 31 in the third part about the solution strategies against undesirable student behaviors. In the questionnaire, likert scale of 5, frequency (f) and percentage were used in the analysis of data. The frequency range of encountering undesirable student behaviour was studied according to teachers' gender, seniority, faculty that teachers graduated, branch, vocational field training, participating on the job training activity and the time that teachers participated on the job training activity variables. Also the frequency range of solution strategies practised towards undesirable student behaviour was studied. As a result of the research, it has been found that the frequency range of encountering undesirable student behaviour according to teachers' gender, seniority, faculty that teachers graduated, branch, vocational field training, participating on the job training activity and the time that teachers participated on the job training activity variables is similar. Also solving strategy that teachers mostly prefer to cope with undesirable behaviour is 'trying to participate student in the lesson'.