Teachers frequently encounter various forms of behaviour they perceive as disruptive in the course of their profession, particularly in classroom settings. Such behaviours can be recognized by the teacher, as the leader of the group, as an interruption of the educational process and as a factor influencing the (lack of) quality of the working environment for both students and teachers. One way to proactively address the occurrence of so-called disruptive behaviour is through preventive activities, which teachers systematically and purposefully incorporate into the educational process.
This master's thesis focuses primarily on primary school teachers and their perspectives on the usefulness of preventive activities and strategies they employ in the classroom to reduce disruptive behaviour or to strengthen group dynamics. Additionally, the thesis aims to shed light on how these approaches relate to teachers’ perceptions of their own professional efficacy when working with students, as well as their perceived workload and job-related stress.
In the theoretical part, the concept of disruptive behaviour and its manifestations are first defined, while also highlighting factors that may contribute to the emergence of such behaviour. Since the focus is on the class as a group of students, the concept of a social group is examined, along with the importance of group dynamics, emphasizing the group’s influence on the emergence of disruptive behaviour. Further, the discussion centres on preventive approaches, their role, and the areas in which teachers can act preventively. The positive effects of implementing preventive activities on teachers are also emphasized, particularly regarding their professional competence and confidence in the workplace.
The empirical part of the thesis is based on qualitative research aimed at exploring teachers' practices in planning and implementing preventive activities. The goal was to gain a deeper understanding of how teachers design these activities, the significance they attribute to them, and the actual outcomes they achieve. The research also connects these practices to teachers’ understanding of group dynamics in the context of prevention and highlights the importance of such approaches in relation to their self-perceived success in the classroom.
The findings indicate that teachers assess the occurrence of disruptive behaviour rather subjectively; however, they identified similar types of behaviours. Preventive activities are regarded as an important tool for managing disruptive behaviour. Teachers do not view these activities solely as a means of limiting such behaviour but also as an opportunity to improve classroom climate, enhance group dynamics, develop social competencies, maintain classroom discipline, and promote cooperation, empathy, and mutual connectedness. In planning these activities, they mainly rely on their own initiative and the support of school leadership.
Although teachers acknowledge the positive long-term effects of incorporating preventive measures into instruction, they also encounter various challenges and obstacles in planning and implementing these activities. These include a lack of proactive support from the school, time constraints, and the excessive demands of the curriculum.
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