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Teachers’ Perspectives on Disruptive Student Behaviors: The Interconnectedness of Environment and Early Childhood Education in Pakistan

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  • Muhammad Azeem Ashraf
  • Jan Alam
  • Olesya Gladushyna

Abstract

This study describes teachers’ perspectives on disruptive student behaviors in early childhood education classrooms in Khyber Pakhtunkhwa, Pakistan. Using an ecological model, this paper describes interviews with 26 teachers working in early childhood education. The findings show that home, school, and society do not play optimal roles in children’s education, which leads to disruption in classrooms. Illiteracy and socioeconomic problems at home prevent parents from playing their required roles, and schools are often overcrowded and have unattractive classrooms. Teachers are minimally qualified and have few teaching-learning materials at their disposal. Fear of violence is another factor. These factors do not support the behavioral development of young children. The three major circles (home, school, society) that comprise a child’s ecology are inadequate, which leads to classroom disruption, lack of motivation, and poor behavior that endangers the continuation of education.

Suggested Citation

  • Muhammad Azeem Ashraf & Jan Alam & Olesya Gladushyna, 2024. "Teachers’ Perspectives on Disruptive Student Behaviors: The Interconnectedness of Environment and Early Childhood Education in Pakistan," SAGE Open, , vol. 14(1), pages 21582440231, January.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:1:p:21582440231221121
    DOI: 10.1177/21582440231221121
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    References listed on IDEAS

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    1. Susmita Patnaik & Umesh Sharma & Pearl Subban, 2022. "Who Is Responsible for Students’ Challenging Behaviour? A Study of the Causal Attributions of Teachers to Challenging Behaviour in Primary Schools in West Bengal, India," Disabilities, MDPI, vol. 2(1), pages 1-17, January.
    2. Morabito, Christian & Van de gaer, Dirk & Figueroa, José Luis & Vandenbroeck, Michel, 2018. "Effects of high versus low-quality preschool education: A longitudinal study in Mauritius," Economics of Education Review, Elsevier, vol. 65(C), pages 126-137.
    3. Elana R. McDermott & Alice E. Donlan & Jonathan F. Zaff, 2019. "Why do students drop out? Turning points and long-term experiences," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(2), pages 270-282, March.
    4. Muhammad Azeem Ashraf & David A. Turner & Rizwan Ahmed Laar, 2021. "Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice," SAGE Open, , vol. 11(1), pages 21582440211, March.
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