The Management of Pupils' Disruptive and Challenging Behaviour: facilitating Newly Qualified Teacher thinking through Personal Construct Psychology

Abstract

The focus of this study is: how can the thinking of the Newly Qualified Teacher (NQT), relating to the management of pupils' disruptive and challenging behaviour, better be understood and best be facilitated? Phase one outlines a national survey of course input on behaviour management within secondary Post Graduate Certificate in Education (PGCE) courses. Data were gathered for this phase through on-line questionnaires and focus groups. Phase two investigates NQTs' personal theories about the management of pupils' behaviour utilising tools from Personal Construct Psychology. Data for this phase came from a series of linked case studies as the researcher followed the progress of four NQTs throughout their induction year in a mainstream secondary school. Findings from phase one reveal a variety of course content across institutions with NQTs reporting a considerable 'mismatch' between what they learnt in training and what they discover is required in actual practice. Findings from phase two highlight NQTs' perceptions about discipline, control and support. The reflexivity inherent in Personal Construct Psychology (PCP) provided impetus for NQTs to reflect, not only on their pupils' behaviour but perhaps, more crucially, on their own behaviour. Tools within PCP provided opportunities for a dialogue; facilitated individual thoughts; enhanced a 'language for behaviour' and provided a focus for learning which promoted self-directed change. As a consequence the NQTs felt empowered, due to the changes having such personal relevance. A subsequent finding from this second phase, the implications of which go beyond this research, is the applicability of PCP's underlying philosophy for the management of pupils' behaviour. This research suggests that NQTs need more support with their management of pupils' behaviour. Recommendations are made for the training of induction mentors in the use of PCP tools in order to facilitate NQT thinking about this specific area of their practice. It is proposed that this should focus particularly on enhancing NQTs' understanding of how teacher behaviour can impact on pupils' behaviour