This study investigated the impact of pupils‟ inappropriate behavior on their academic achievement taking into account several variables including pupils‟ gender, pre-service teachers‟ gender and pre-service teachers‟ specialty subjects. The study also examined the perception of pre-service teacher‟s perceived ability to manage pupils‟ inappropriate behavior and its impact on the perception of pre-service teachers‟ decision to continue working in the teaching profession. Two hundred seventy four (274) pre-service teachers participated in the study, and three scales were developed to collect data from them. Independent sample t-test and one-way ANOVA were employed to investigate the relationship between the study predictors and outcome measures. The results revealed that pupils‟ behavior problems negatively impacted their academic achievement and the academic achievement of other pupils in class. The results also revealed that the behavior problems identified in the classrooms were classified into three groups; most common, less common and least common ones. Male pre-service teachers reported that pupils‟ inappropriate behavior has a negative impact on their academic achievement more than reported by female preservice teachers. The impact of pupils‟ inappropriate behavior on academic achievement was found to be more on male gendered classroom. Male pre-service teachers reported higher perceived ability in managing pupils‟ inappropriate behavior than female pre-service teachers did, and pre-service teachers with Arabic and Islamic studies, and with social studies specialties reported higher level of perceived ability to manage pupils‟ inappropriate behavior than those with any other specialties. Pupils‟ behavior problems had little or no impact on pre-service teachers‟ choice to continue in the teaching profession after graduation and did not negatively impact the relationships with them.
Volume 12 | 08-Special Issue
Pages: 769-781
DOI: 10.5373/JARDCS/V12SP8/20202580