Skip to main content
Article thumbnail
Location of Repository

A study of student perceptions of teacher characteristics and its influence upon the management of student behaviour in four Malaysian secondary schools

By Seloamoney Palaniandy

Abstract

This study is about how student perceptions of teacher behaviour influence their own behaviour and what implications follow for behavioural management in Malaysian secondary schools. A quantitative questionnaire was administered to 120 students from four secondary schools in the Federal Territory of Kuala Lumpur. Semi structured and open interviews were used with a subsample of 32 students (8 from each school) and 8 Discipline Teachers (2 from each school) selected on the basis of survey responses which explored their relationships further. Data was analysed with SPSS. Exploratory factor analysis was used to identify the underlying domains. Secondly, stepwise logistic regression analysis was used to explore the combined and separate effects of teacher characteristics on student behaviour. Findings revealed that a considerable number of students disliked their teachers and subjects taught at their schools. The P values for most of the perceived teacher characteristics were significant (P< 0.05). The data from both surveys and interviews were further analysed in the context of typology. The data compared teachers’ professionalism with reference to their pedagogical, ethical, interpersonal and disciplining styles. Students’ negative perceptions of some teachers were found to be correlated with students’ self reported behaviour. In this respect the views of Discipline Teachers were supportive and added some nuance to students’ perceived teacher characteristics. It was concluded that student perceptions of teacher characteristics may contribute to student disciplinary problems and hence this has implications for behavioural management in schools. \ud It is argued that schools need to examine problems that are within their means and their capacity to resolve. It is further proposed that in order to minimise student disciplinary problems, teachers need to reflect upon their own behaviour and professional practices. Implications for future policies on teacher recruitment and professional development are discussed. It is concluded that teachers’ skills in the effective management of student behaviour are indeed a sign of teacher professionalism

Publisher: University of Leicester
Year: 2009
OAI identifier: oai:lra.le.ac.uk:2381/7854

Suggested articles

Citations

  1. (2000)”I was only Kidding”: Victims‟ and Perpetrators‟
  2. (1987). (Eds.) Conceptual Frameworks for Bibliographic Education: Theory to Practice. Littleton Colorado: Libraries Unlimited Inc.
  3. (1996). (Malaysian Education Guide) (4 th Edition). Kuala Lumpur: Challenger Concept Publication.
  4. (1987). 150 Different Ways of Knowing Representation of Knowledge in Teaching.
  5. (2002). A Calm after the Storm? Beyond Schooling as Violence.
  6. (2002). A Humanistic View of Discipline
  7. (1972). A Model of the Social Functions of Humour,
  8. (1991). a New Understanding of Self: the Role of Affect, State of Mind, Self-Understanding and Intrinsic Motivation.
  9. (2006). A Prospective Longitudianal Study of Examining Multiple Predictors Across Development.
  10. (2002). A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews.
  11. (2002). A Qualitative Study of Effective School Discipline Practices: Perceptions of Administrators, Tenured Teachers and Parents in Twenty Schools: A Dissertation Presented to the Faculty of the Department of Educational Learning and Policy Analysis,
  12. (1991). A Study Concerning Stress Among High School Students in Selected Rural Schools.
  13. (2005). A Study of Teacher Characteristics and Their Effects on
  14. (1994). A Study of Teacher Stress and its Correlates,
  15. (2000). A Study of the Relationship between Parents and Adolescents‟ Criminal Behaviour, in a Secondary School in Petaling Jaya, Selangor, Malaysia.(M.Ed Thesis,
  16. (1999). A Systematic Management Plan for School Discipline.
  17. (1984). A Team Approach to Supervising the Marginal Teacher, Educational Leadership,
  18. (2003). Academic and Social Perceptions as Predictors of Change
  19. (1993). Achieving Good Behaviour in Schools: A Report from the HM Chief Inspector of Schools,
  20. (1992). Actual Incidence of Incompetent Teachers‟,
  21. (2003). Affective Education: The Nature of Characteristics
  22. (1996). Affirming Diversity: The Sociopolitical Context of Multicultural Education (2nd Edition.). White Plains,
  23. (2000). Alternatives to Exclusion from School (London,
  24. (2007). American Federation of Teachers. Behaviour Problems
  25. (2003). An Exploration of Meaningful Participation and Caring Relationships as Contexts for School Engagement. The California School Psychologist. Vol.8,
  26. (1994). An Introduction to Classroom Observation,
  27. (2001). Becoming a Teacher: An Autobiographical Study Examining Issues of Social Control in One Elementary Art Classroom (A thesis in Art Education-submitted to the graduate faculty of Texas Tech university,
  28. (1999). Becoming Qualitative Researchers (2 nd Edition.)
  29. (1994). Behaviour Measurement in Psychological Research: Encyclopaedia of Human Behaviour.
  30. (2005). Behavioural Disorders, Focus on Change.
  31. (1996). Beyond Disciplines: From Compliance to Community,
  32. (2002). Bias in Qualitative Research: Voices From an In-Line Classroom, The Qualitative Report,
  33. (2005). Bullied Teacher: Bullied Student.
  34. (1995). But That‟s Good Teaching! The Case of Culturally Relevant Pedagogy. Theory into
  35. (2000). Caring and Empowerment: A Teacher Educator‟s Reflection on an Ethical Dilemma. Teaching
  36. (2004). Challenging‟ Teachers. What Difficulties Do They Pose for the Principals?
  37. (2006). Change Based on What Students Say‟: Preparing Teachers for a Paradoxical Model of Leadership.
  38. (1994). Changing English Primary Schools? The Impact of the Educational Reform Act at KS1
  39. (1997). Children Excluded in Primary School,
  40. (2000). Children‟s Relationship with Teachers and Bonds with School. An Investigation of Patterns and Correlates in Middle Childhood.
  41. (2001). Classroom Discipline and Student Responsibility: The Student Views.
  42. (1995). Classroom Management and Discipline: Methods to Facilitate Co-Operation and Instruction,
  43. (1986). Classroom Organization and Management,
  44. (1997). Classroom Power Relations: Understanding Student-Teacher Interaction.
  45. (1988). Classroom Responses to Disruptive Behaviour.
  46. (1984). Climates for Excellence: Schools That Foster Self-Discipline.&quot;
  47. (1990). Cognitive Psychology for Teachers.
  48. (2002). Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A Model of Decision Making,
  49. (2001). Collaborating with a Skilled Peer: The Influence of Achievement Goals and Perceptions of Partners‟ Competence on the Participation and Learning of the Low – Achieving Students.
  50. (1971). Commission of the Teaching Service,
  51. (1992). Communities for Teacher Research: Fringe or Forefront?
  52. (1991). Conceptual Frameworks Circa
  53. (1993). Conduct Disorders: A Framework for Understanding and Intervention
  54. (1998). Consilience: The Unity of Knowledge.
  55. (2002). Constructive Guidance and Discipline: Preschool and Primary Education.
  56. (2004). Consulting Pupils: What‟s in it for Schools?
  57. (2005). Consumerism in Education- A Comparison Between Canada and the United Kingdom,
  58. (2001). Contextual Influences on Student Motivation in the First Year of Middle School.
  59. (1991). Controlling the Urge to Control: An Ecosystemic Approach to Behaviour in Schools‟, Support for Learning,
  60. (1995). Conventional Wisdom is a Poor Predictor of the Relationship Between Discipline Policy, Student Misbehaviour and Teacher Stress.
  61. (1998). Crush and Burn: Problems with Relationships between Teachers and Pupils.
  62. (1998). Cultural Context of School Science Teaching and Learning in the Peoples‟s Republic of China.
  63. (1999). Cultural Factors of Science Classroom Learning Environments, Teacher-Student Interactions and Student Outcomes.
  64. (2002). Culturally Responsive Teaching.
  65. (1997). Democratic Discipline-Foundation and Practice. Upper Saddle River,
  66. (1996). Demoralizing Moral Education. Paper Presented at Asia Pacific
  67. (2001). Department of Education and Skills. Building on Success (London, DfES)
  68. (2003). Designed Curriculum and Local Culture. Acknowledging the Primacy of Classroom Culture.
  69. (2000). Determinants of Student Evaluations of Global Measures of Instructor and Course Value.
  70. (2006). Developing Different Forms of Student Feedback to Promote Teacher Reflection:
  71. (1995). Development and Field Tests of a Checklist for the Draw-a-Science Test,
  72. (2000). Differential Achievement of Girls and Boys at GSCE; Some Observations from the Perspective of one School,
  73. (1996). Differing Perceptions of Bullying and Their Practical Implications.
  74. (1998). Dimension of Dialogue: Large classes in China.
  75. (1996). Dimension of Interest and Boredom in Instructional Situations.
  76. (1988). Discipline and Schools,
  77. (2005). Discipline Concerns Among Pre-service Teachers. Arizona State University at the West Campus.
  78. (1993). Discipline Education‟s Number One Problem‟.
  79. (1985). Discipline Problems of Beginning Teachers: Interactional Teacher Behaviour Mapped Out. Paper Presented at the Annual Meeting of the American Education Research Association,
  80. (2005). Disciplining Students by Promoting Responsibility, The Malaysian Educator,
  81. (2004). Discourses of Schooling in Contemporary Malaysia: Pedagogical Practices and Ethnic Politics.
  82. (1987). Disruptive Behaviour: A Source Book For Teachers London: Harper and Row.
  83. (1998). Disruptive School Behaviour,
  84. (1993). Do You know What You Look Like? Interpersonal Relationships In Education.
  85. (2001). Documents of Life 2: An Introduction to a Critical Humananism,
  86. (2002). Doing Cultural Anthropology. Project for Ethnographic Data Collection. Prospect Heights:
  87. (1999). Doing Your Research Project (Third Edition). Milton Keynes:
  88. (2002). Donkeys and Dragons: Recollection of School Teachers‟ Nicknames.
  89. (2002). Educating Hispanic Students: Effective Instructional Practices (Practitioner Brief #5). Available: http://www.cal.org/crede/Pubs/PracBr
  90. (1982). Education and Power, London: Routledge and Kegan Paul.
  91. (2006). Educational Leaders as Caring Teachers.
  92. (2006). Educational Leadership and the Imperative of Including Student Voices, Student Interests,
  93. (2001). Educational Psychology: Windows on Classrooms,
  94. (2006). Educational Research and Education Policy Making: Is Conflict Inevitable?
  95. (2007). Educational Research. An Introduction. Eighth Edition.
  96. (2003). Educational Research. An Introduction. Seventh Edition.
  97. (2000). Educational Research. Competencies for Analysis and Application.
  98. (1986). Effective Teaching in Schools
  99. (2005). Elements of a Research Proposal and Report.
  100. (1989). Elton‟s Four Questions –Some General Considerations in Jones,
  101. (2004). Engaging with the Views of Disaffected Students Through „Talking Stones‟ in Understanding Pupil Behaviour in Schools: A Diversity of Approaches.
  102. (2003). Enhancing Learning Outcomes: The Effects of Instructional Technology, Learning Styles, Instructional Methods and Student Behaviour.
  103. (2001). Ethical Issues and Approaches to Making Decisions
  104. (2004). Ethnography: Principles in Practice,
  105. (2004). Ethnography. Principles in Practice,
  106. (2005). Exclusion and Excluded Pupils,
  107. (2008). Exclusion From School: What Can “Included” Pupils Tell Us.
  108. (2006). Expecting the Best for Students: Teacher Expectations and Academic Outcomes,
  109. (1994). Exploring Agency in Classroom Discourse: Or, Should Have Told His Story?
  110. (2004). Exploring the Usefulness of a Conceptual Framework as a Research Tool: A Researcher‟s Reflections.
  111. (2003). Facilitating Student Engagement. Lessons Learned from Check and Connect Longitudinal Studies. The Californian School Psychologies,
  112. (2000). Failing Teacthers?
  113. (1992). Feminist Methods in Social Research.
  114. (1973). Field Research: Strategies for a Natural Sociology,
  115. (1998). Fifty - One Middle School Voices: A Study of Discipline from the Perspective of Seventh- Grade Middle School Students. PhD Thesis.
  116. (1988). Focus Group as Qualitative Research.
  117. (1993). Fostering Student Discipline and Effort: Approaches Used in Chinese Schools.
  118. (1976). Foundations of Social Research.
  119. (1989). Fourth Generation Evaluation.
  120. (1988). Getting In, Getting On, Getting Out and getting back.
  121. (2005). Group Membership, Status, and Social Power Preference.
  122. (1994). Growing Pains: Use of School Conflict.
  123. (2001). Hanging in on in there. A Study of Inter-agency to Prevent School Exclusion in Three Local Authorities, London: National Children‟s Bureau.
  124. (1992). Helplessness Deficits in Students: The Role of Motivational Orientation.
  125. (2006). How Does Teacher Quality Matter? The Effect of Teacher-Parent Partnership on Early Childhood Performance
  126. (1999). How French Counsellors Treat School Violence: An Adult Centred Approach.
  127. (1997). Human Resource- Development and Training Guide Malaysia (3 rd Edition) Challenger Concept Publication.
  128. (2003). Human Rights Commission of Malaysia (SUHAKAM,
  129. (2000). I don‟t really like it here but I don‟t want to be anywhere else‟: Children and Inner City housing Estates,
  130. (2006). Identification Of Discipline Violations and Its Role
  131. (2007). Implementing a Critically Quasi-Ethnographic Approach.
  132. (1992). Implication of Research on Teacher Belief.
  133. (1999). In
  134. (1998). In Praise of Brilliance: Where that Praise Really Belongs.
  135. (1988). In Search of Subjectivity- One‟s Own.
  136. (1966). in Taylor and Bogdan
  137. (1996). in Turnuklu, A
  138. (1980). Interaction among Dimensions of Academic Motivation and Classroom Social climate: A Study of the Perceptions of Junior High and High School Pupils.
  139. (2006). Intermediate Theory: The Missing Link in Successful Student Scholarship.
  140. (2005). Interpreting Qualitative Data: Methods for Analyzing Talk,
  141. (1994). Interviewing: The Art of Science.
  142. (2002). Introduction to Qualitative Research (Qualitative Research in Practice. Jossey-bass a Wiley Company.
  143. (2000). Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage Publications. Thousand Oaks.
  144. (2000). Introduction: the Discipline and Practice of Qualitative Research.
  145. (1983). Issues and Implications of After School Activities of Adolescent in a Secondary School in Petaling Jaya, in a National Report on Malaysian Teenagers, Kuala Lumpur: Utusan Publications and Distributors.
  146. (1996). Joint Review of Head Teacher and Teacher Appraisal: Summary of Evidence.
  147. (2000). Keeping Cool”:
  148. (2002). Knowledge and Attitudes about School Bullying in Trainee Teachers.
  149. (1997). Lake Obegon: Where all Teachers are Competent (or Have We Come to Terms with the Problem of Incompetent Teachers?)‟
  150. (2005). Language and Meaning: Data Collection in Qualitative Research.
  151. (1999). Laying the Groundwork for Licensure Assessment.
  152. (1984). Learning from the Field. A Guide from Experience.
  153. (2008). Learning Styles and Student Perceptions of Teachers‟ Attitudes and its Relation to Truancy among African American Students in Secondary Education. Phd Thesis,
  154. (2000). Learning: The Pupil‟s Voice.
  155. (1995). Logical Consequences.
  156. (1993). Making Sense of Teaching (Milton Keynes,
  157. (2001). Malaysian Civil Society-Awakenings. In
  158. (1993). Malaysian General Orders, Civil Service Commission,
  159. (2004). Malaysian School Discipline Guide. Kuala Lumpur:
  160. (1998). Malaysian School Ordinance (1950-1997) Malaysian Judiciary,
  161. (1993). Management of Behaviour in Schools (Eds.) Longman group,
  162. (1993). Managing Mediocrity in the Classroom,
  163. (2004). Marginalization in Primary Schools: Listening to Children‟s Voices in
  164. (2002). Maximising Student Learning: The Effects of Comprehensive School- based Program for Preventing Problem Behaviours.
  165. (1998). Meeting the Needs of Students at Risk. Paper Presented at the Organization
  166. (1998). Middle School Student Perspectives about Misbehaviour in
  167. (1987). Ministry of Education Malaysia -
  168. (2004). Ministry of Education Malaysia - „Every Teacher is a Discipline Teacher‟.
  169. (1993). Ministry of Education Malaysia - Discipline Guide for School Heads and Teachers,
  170. (1993). Ministry of Education Malaysia - Discipline Guide for School Heads and Teachers. Kuala Lumpur:
  171. (2003). Ministry of Education Malaysia - Empowerment: The Power to Cane Students (Guidelines for Principals).Professional Guide Circular,
  172. (1997). Ministry of Education Malaysia - Inclusive Education- Education for All.
  173. (1993). Ministry of Education Malaysia - Professional Guide for the Management of Secondary Schools,
  174. (1959). Ministry of Education Malaysia - School Discipline Act,
  175. (2008). Ministry of Education Malaysia - Statistics on Teachers and Schools. Division of Human Resource.
  176. (2006). Ministry of Education Malaysia - Strategies for Arresting the Bully Menace in Malaysian Schools.
  177. (1998). Ministry of Education Malaysia - Understanding Classroom and School-wide Discipline.
  178. (1998). Ministry of Education Malaysia- Dealing with Gangsterism
  179. (1999). Ministry of Education Malaysia- Setting School Crime Prevention Clubs
  180. (2001). Ministry of Education Malaysia. Student Safety in Schools; Liaison Officers for schools.
  181. (2001). Ministry of Education Malaysia. Working with NGOs and other Agencies.
  182. (2004). Ministry of Education, (Racial Integration, RIMUP) Guides for Activities and Programs in schools.
  183. (2005). Mixed Method Research a Discussion Paper,
  184. (2002). Moral Decision Making in Real Life: Factors Affecting Moral Orientation and Behaviour Justification.
  185. (2004). Moral Dimensions of Teacher-Student Interactions in Malaysian Secondary Schools.
  186. (2002). National Debate on Education; Analysis of Responses from Teachers, Parents and Pupils. (Edinburg, Scottish Executive Education Department).
  187. (1993). One in Five… London: Routledge and Kegan Paul.
  188. (1998). Order in the Classroom: Violence, Discipline and Student Achievement.
  189. (1988). Partial Surrender: Race and resistance in the Youth Service:
  190. (1997). Participant Observation and Informal Education. The Encyclopaedia of Informal Education.
  191. (2007). Pedagogical Affect, Student Interest, and Learning Performance,
  192. (1981). Pedagogy: The Principles of General Teaching. Kuala Lumpur: Fajar Bakti.
  193. (2006). Peer and Teacher Bullying /Victimization of South Australian Secondary School Students: Prevalence of Psychosocial Profiles.
  194. (2004). Perceptions of Students Locus of Control of Discipline among Pre- service and In-service Teachers in Multicultural Classrooms.
  195. (2007). Perceptions of Teachers‟ Knowledge, Attitude and Teaching Skills as Predictors of Academic Performance
  196. (2005). Personal and Interpersonal Relationships in Education and Teaching: A Virtue Ethical Perspective,
  197. (1998). Personal Engagement and Social Research.
  198. (1994). Personal Morals and Organizational Ethics: A Synopsis,
  199. (1992). Planning Ethically Responsible Research: A Guide for Students and Internal Review Boards.
  200. (1996). Political Contexts and School Careers
  201. (1994). Politics and Ethics in Qualitative Research.
  202. (2004). Presenting Discipline Problems: How Effective Teachers Decrease Disruptive Behaviour, SIR, Newsletter,
  203. (2007). Principles of Classroom Management. A Professional Decision-Making Model.
  204. (1996). Professional Competences and Professional Characteristics: The Northern Ireland Approach to the Reform of Teacher Education‟
  205. (2000). Professionalism and Ethics in Teaching.
  206. (2002). Promoting Positive Values. In
  207. (2002). Promoting Teachers‟ Moral Reasoning and Collaborative Inquiry Performance: A Developmental Role-Taking and Guided Inquiry Study.
  208. (1990). Psychological Differences between Secondary School Teachers Experiencing High and Low levels of Burnout.
  209. (2000). Pupils‟ Causal Attribution for Difficult Classroom Behaviour.
  210. (1994). Qualitative Data Analysis, 2 nd Edition.
  211. (2001). Qualitative Education and Research Methods (3 rd Ed). Thousand Oaks.
  212. (2001). Qualitative Research Interviews: Identifying Problems in Technique.
  213. (1989). Qualitative Research Methods For The Social Sciences. Boston: Allyn and Bacon.
  214. (2002). Qualitative Researching (2 nd Edition).
  215. (1985). Quality in Qualitative Research: Methodological Principles and Recent Developments. Invited Address to Division
  216. (2003). Quantitative Biology for the 21st Century. Available: http://www.sdsc.edu/QEIB/QEIB_final.html Hassani
  217. (1992). Race and the Schooling of Black Americans, Atlantic Monthly,
  218. (2002). Real World Research. A Resource for Social Scientists and Practitioner- Researchers. (Second Edition).
  219. (2008). Reluctant Learners: Their Identities and Educational Experiences. NCVER ,
  220. (1993). Research as Rhetoric: Confronting the Methodological and Ethical Problems of Research on Writing in Non-academic Settings. In R. Spilka (Eds.), Writing in the Workplace: New Research Perspectives.
  221. (2005). Research Design. Quantitative, Qualitative and Mixed Method Approaches.
  222. (1994). Research Methods and Statistics for Psychology:
  223. (2002). Research Methods in Anthropology: Qualitative and Quantitative Methods.
  224. (2002). Researching One‟s Passions: The Perils and Possibilities. In Sharon B. Merriam and Associates. Qualitative Research in Practice. Examples for Discussion and Analysis.
  225. (2002). School Effects on Psychological Outcomes during Adolescence.
  226. (1996). School Improvement: What Can Pupils Tell Us?
  227. (1993). School Leadership-Theory for Practice, Kuala Lumpur:
  228. (2005). School Leadership, Culture, and Teacher Stress: Implications for Problem Students. A Thesis Submitted
  229. (2007). School Violence and Teacher Professional Disengagement.
  230. (1996). School-based Prevention for Children at Risk: The Primary Mental Health Project.
  231. (1990). School-wide and Classroom Discipline. School Improvement Research Series.
  232. (1994). School‟s Out: The Family Perspective on School Exclusion (London: Barnado‟s and Family Service Unit).
  233. (2004). Schools as Learning Organizations:
  234. (2000). Schools Should Speak for Themselves London:
  235. (2006). Schools, Teachers, and Education Outcomes in Developing Countries‟‟
  236. (1977). Scottish Education Department, Truancy and Indiscipline
  237. (1999). Secondary School Pupils Perceptions of Burnout among Teachers,
  238. (1998). Secondary School Teachers‟ Perceptions of Pupils‟ Undesirable Behaviours.
  239. (2002). Self Evaluation in the Global Classroom.
  240. (2001). Self-evaluation of Interpersonal Behaviour and Classroom Interactions by Teacher Trainees.
  241. (1994). Self-fulfilling Prophecies in the Clinical Context: Review and Implications for Clinical Practice.
  242. (1993). Skilled Interviewing (3 rd Edition).
  243. (1999). Social Predictors of Changes in
  244. (1967). Social Relations in a Secondary School, London: Routledge and Kegan Paul.
  245. (1994). Social Relativism: A Postmodernist Epistemology for Educational Administration. (In
  246. (1999). Sources of Stress among Secondary School Students: A Case Study in a School in Kuala Lumpur,
  247. (2002). Stop Embarrassing Me!‟ Relations among Student Perceptions of Teachers, Classroom Goals, and Maladaptive Behaviours.
  248. (1996). Stories of Exclusion: Natural and Unnatural Selection,
  249. (1999). Stress and Burnout in Rural and Urban Secondary School Teachers.
  250. (2001). Stress and Strain of Teaching: A Structural Equation Approach.
  251. (1983). Stressful Life Change and Delinquent Behaviour.
  252. (2000). Student Alienation Syndrome: Theory, Assessment and Application .Paper Presented at the 108 th
  253. (1995). Student Perceptions of Teacher Affinity-Seeking and Classroom Climate.
  254. (2000). Student Perspectives on School Improvement. Paper Presented at the British Educational Research Association Conference.
  255. (1982). Student Suspension: A Critical Reappraisal.
  256. (2006). Student Voice from the Inside and Outside: The Positioning of Challengers.
  257. (2001). Students as Radical Agents of Change,
  258. (2006). Students Matter in School Reform: Leaving Fingerprints and Becoming Leaders.
  259. (1997). Students Speak.
  260. (2006). Students with Emotional and Behavioural Disorders. An Australian Perspective. Preventing School Failure.Vol.50, Issue 2: p.6
  261. (2000). Students‟ Need for Belonging in the School Community.
  262. (2006). Students‟ Perceptions of Teachers‟ Interpersonal Behaviour and Identifying Exemplary Teachers.
  263. (1986). Students‟ Thought Processes.
  264. (2000). Studying and Understanding the Instructional Contexts of Classrooms: Using Our Past to Forge Our Future.
  265. (2004). Suara Guru (Teachers‟Voice), National Union of the Teaching Profession,
  266. (1993). Succeeding With Difficult Students: New Strategies for Reaching Your Most Challenging Students. Santa Monica, CA: Canter and Associates.
  267. (2007). Supporting Social Justice in the Classrooms of New Urban Teachers through Reflection, Research, and Perspective-taking. Penn GSE Perspectives on Urban Education, Vol.5, Issue 1: Teaching For Social Justice.
  268. (2002). Survey and Sampling,
  269. (2008). Tackling a Problematic Behaviour Management Issues: Teachers‟ Intervention in Childhood Bullying Problems.
  270. (2007). Teacher Behaviour versus Student Behaviour. A Comparative Study of Student Perceptions of Teacher Characteristics in 8 Malaysian Secondary Schools. Athens Institute of Education,
  271. (2007). Teacher Caring and Classroom Behaviour: Relationship with Student Affect and Perceptions of Teacher Competence and Trustworthiness.
  272. (2002). Teacher Characteristics as Predictors of Teacher Student Relationships: Stress, Negative Affect, and self Efficacy.
  273. (2000). Teacher Education in Transition: Reforming Professionalism?
  274. (1999). Teacher Professionalism and the Emergence of Constructivist-Compatible Pedagogies.
  275. (1999). Teacher Research Moment: A Decade Later.
  276. (1996). Teacher Smart: 125 Tested Techniques for Classroom Management and Control, The Centre for Applied Research in Education:
  277. (2004). Teacher Stress and Stressful Teachers. The Perceived Level of Stress among Discipline Teachers in Malaysian Secondary Schools.
  278. (2001). Teacher Turnover and Teacher Shortage: An Organizational Analysis.
  279. (1998). Teachers as Targets of Bullying by their Pupils: A Study to Investigate Incidence.
  280. (1993). Teachers Managing Stress and Preventing Burnout: The Professional Solution,
  281. (2005). Teachers Who Bully Students: Parents and Policy Implications. Paper Presented at the Hamilton Fish Institute‟s Persistently Safe Schools Conference.
  282. (1987). Teachers‟ Attitude to Disruptive Behaviour in Secondary Schools,
  283. (1995). Teachers‟ Competences and the Need for Teacher Research,
  284. (1996). Teachers‟ Decision Making Power and School Conflict.
  285. (2005). Teachers‟ Emotional Expression about Disruptive Boys.
  286. (2004). Teachers‟ Perceptions of Student Evaluation of Teaching Effectiveness. The African Symposium.
  287. (1986). Teachers‟ Thought Processes.
  288. (2003). Teaching and Learning in a Multilingual School: Choices, Risks and Dilemmas. Mahwah, NJ: Lawrence Earlbaum Associates.
  289. (2002). Teaching in Mind: How Teacher Thinking Shapes Education.
  290. (1995). The Active Interview. Thousand Oaks, CA: sage Publications.
  291. (2000). The Colour of Discipline:
  292. (2000). The Development of Values, Attitudes and Personal Qualities: A Review of Recent Research (Slough: National Foundation for Educational Research).
  293. (1997). The Discipline Dilemma (2 nd Ed.) Melbourne. The Australian Council for Educational Research.
  294. (1970). The Essentials of Factor Analysis.
  295. (2002). The Feminisation of Teaching and Principalship in the Israel Education System: A Comparative Study,
  296. (1998). The Foundations of Social Research; Meaning and Perspective in the Research Process.
  297. (1989). The Gentle Art of Classroom Discipline.
  298. (1990). The Happiest Days? London,
  299. (1984). The Hawthorne Effect: A Reconsideration of the Methodological Artefact&quot;
  300. (1966). The Human Perspective in sociology: The Methodology of Participant Observation. Englewood Cliffs,
  301. (1996). The I in Science: Training to Utilise Subjectivity Research.
  302. (1988). The I in Science: Training to Utilize Subjectivity in Research.
  303. (2004). The Impact of Teacher Immediacy and Perceived Caring on Teacher Competence and Trustworthiness,
  304. (1992). The Incompetent Teacher: Managing Response.
  305. (1983). The Interacting Effects of Task Form
  306. (2005). The Kappa Statistic in Reliability Studies.
  307. (2000). The Longman Handbook for Writers and Readers (2 nd .
  308. (1978). The Malaysian Teacher. The Seriousness of School Discipline.Vol.2. No.7. The Star,
  309. (1995). The Management of Discipline and Behaviour of Secondary School Pupils: Formulating Student Behavioural Policies.
  310. (1977). The Measurement of Observer Agreement for Categorical Data in
  311. (1994). The Never Ending Quest, The Teachers‟ Struggle For Dignity And Excellence, Kuala Lumpur: NUT Multipurpose Co-operative
  312. (1997). The New Language of Qualitative Method.
  313. (1986). The Politics and Ethics of Fieldwork.
  314. (1967). The Pragmatics of Human Communication.
  315. (1985). The Relationship Between Adolescent Life Stress Events and Delinquent Conduct Indicating a Need for Supervision.
  316. (2000). The Role of Principal as Transformational Leader in the Multicultural Learning Community.
  317. (1996). The Role of Theory in Mathematics Education and Research. In
  318. (2002). The Role of Value Priorities and Professional Ethics Training in Moral Sensitivity.
  319. (1948). The Self- Fulfilling Prophecy.
  320. (2001). The Social Construction of School Exclusion Rates: Implications for Evaluation Methodology.
  321. (2003). The State and Politics of Knowledge.
  322. (1987). The Teacher as RE-searcher.
  323. (2000). The Transformation of the Teachers‟ Role at the End of the Twentieth Century: New Challenges for the Future,
  324. (2006). Theoretical Frameworks in Qualitative Research. Thousand Oaks,
  325. (2003). Theory and Method in
  326. (2000). Towards a Composite Index of School Performance.
  327. (1995). Towards An Accomplished Theory: Islamic and Western Perspectives,
  328. (2000). Towards Dubious Liberation: Masculinity, Sexuality and Power in South African Lowveld Schools.
  329. (2004). Transformative Approaches to Student Voice: Theoretical Underpinnings, Recalcitrant Realities,
  330. (2007). Understanding Bullying: From Research to Practice.
  331. (1996). Understanding Masculinities: Social Relations and Cultural Arenas,
  332. (2004). Understanding Pupil Behaviour in Schools : A Diversity of Approaches.
  333. (2000). Unsatisfactory Performance: How California
  334. (1999). Unskilled and Unaware of it: How Difficulties in Recognizing Ones‟ Own Incompetence Lead to Inflated Self Assessment.
  335. (1992). Using Ethos Indicators in Secondary School Self-Evaluation: Taking Account of the Views of Pupils, Parents and Teachers (Edinburgh, Scottish Office Education Department, Her Majesty‟s Inspectorates.
  336. (1997). Values and Citizenship Education in Malaysia,
  337. (2005). Values in Education: A Challenge for Teacher Educators.
  338. (1998). Valuing Pupils‟ Voices
  339. (2003). Vandalism Among Form Four Students in a Secondary School in Gombak District, M.Ed Thesis,
  340. (2001). Violence and Misbehaviour in School: The Situation
  341. (2004). Voices of Disaffected Pupils: Implications for Policy and Practice,
  342. (1997). Voices of Identity and Difference: A Qualitative Exploration of the Multiple Dimensions of Identity Development in Women College Students.
  343. (2002). What Changes and What Stays the Same
  344. (1993). What Do Students Think About School?
  345. (2000). What is Everybody so Excited About?” : The Effects of Teacher Enthusiasm on Student Intrinsic Motivation and Vitality.
  346. (2000). What Pupils Say? Changing Policy and Practice in Primary Education.
  347. (2006). When Students Have Power‟: Student Engagement, Student Voice, and the Possibilities or School Reform Around „Dropping Out‟ of School,
  348. (1988). Within School Walls: The Role of Discipline, Sexuality and the Curriculum,
  349. (2002). You are Researching What? The Importance of Self in Ethnographic Research (in Merriam and Associates) (Eds.) Qualitative Research Practice- Examples for Discussion and Analysis.
  350. (2006). Young Children‟s Perceptions of Scientists: A Preliminary Study,
  351. (1994). Young People and Their Attitude to School: An Interim Report

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.