Perceptions of School Teachers about Change in Student Behavior and their Psychosocial Wellbeing

Abstract

This study aimed to explore the perception of primary school teachers regarding their students’ behavior in an academic setting. and to explore the primary school teachers’ perspective to reinforcing behavior change in their students in academic environment. Lastly, to explore the primary school teachers’ perceptions regarding change in the psychosocial well-being of their students after implementation of behavior change strategies. Research was conducted in this exploratory study through conducting semi-structured interviews, with participants collected based on non-probability purposive sampling, from primary school teachers currently teaching in Islamabad. A thematic analysis conducted on the transcribed interviews found four major themes relevant to the questions: Perceived Behaviors, Perceived Influences on Behavior, Behavior Management Strategies and Perceived Change in Students. In terms of major findings, teachers were found to have a solid understanding of student behaviors and why they happened, how to change their behaviors and how changing of behavior could lead to a corresponding change in student psychosocial wellbeing. Teachers in general were able to bring about improvements in students’ behaviors and perceived psychosocial difficulties. These findings implied that teachers have a strong role to play in behavior change, through this being able to bring improvements to their behavior and their psychosocial wellbeing, with many teachers emphasizing the importance of their students’ age. Teachers themselves implied that change, and both negative and positive psychosocial effects at this stage of life would leave their imprint on an individual throughout their life and bringing about positive change was stated to be easier for teachers at this age.