A comparison of student teachers’ and mentors’ perceptions of problem behaviours in secondary schools

Abstract

Behaviours are social constructs, which become 'troublesome' when they are problematic to someone. This paper compares student teachers' and mentors' perceptions of problem behaviours in secondary schools in Singapore. The study is particularly relevant, given the increased use of mentoring in initial teacher education in Singapore and other countries throughout the world. The research focused upon behaviours which teachers (students and mentors) regard as troublesome within the classroom. An analysis of the perceptions of a total of 80 teachers is presented in order to reveal the types of problem behaviours which are cited as the 'most frequently occurring' and the 'most disruptive'. The results of the two groups of teachers are compared. The research also examines perceptions of problem behaviours which occur 'around the school' (e.g. along the corridors, the playground). The inclusion of this section was influenced by Lawrence and Steed's (1986) research which named the playground as the site of most problems.