Abstracts Education

Student Problem Behaviors: Exploring Teacher Narratives From Title I and Non-Title I Schools

by Rosalia Contreras Unknown

The qualitative study aimed to examine how Title I and non-Title I schoolteachers experience student problem behaviors and why they perceive those behaviors are occurring in the classroom. Throughout the years, students have continued to display more and more problem behaviors in the classroom, yet there is little research that addresses teachers' experiences and perceptions about student problem behaviors. The study focused on the lived-in experiences of Title I and non-Title I schoolteachers by completing a three-stage semi-structured interview process. Five major themes emerged for the Title I participants, and five themes for the non-Title I participants. Results showed that Title I participants experienced, and perceived student problem behaviors occurred because of student trauma, social and cultural changes, technology exposure, disciplinary actions, and student-teacher relationships. The five themes that emerged from non-Title I participant interviews were attention seeking behaviors, disciplinary actions, technology exposure, and social and cultural changes. The findings will help teachers and policymakers as they develop professional training and practices that focus on recognizing perceptions, attitudes, and beliefs, and how they can impact student behaviors in the classroom. The findings will also help center attention on school practices of how students are rewarded and what consequences are in place for student problem behaviors.