| Abstrakt: |
Teachers often grapple with challenges related to classroom management, including disruptions, non-participation, and inattentiveness of the students. Studying the challenges, teachers encounter in classroom management is essential for finding strategies to improve teaching quality and student performance. Objectives of this study were to find out the perspectives of teachers regarding students' non-participation, inattentiveness, and disruptive behavior within the classroom and to identify the most challenging problem faced by the teachers in the context of non-participation, inattentiveness, and disruptive behavior. This study utilized an exploratory research design and a quantitative approach, collecting data through a survey utilizing questionnaires. A sample of 400 teachers from 93 government primary schools were selected in Tehsil City of District Lahore. Data was analysed by using SPSS v 21.0. About 60% of the teachers found it challenging to teach when students were not participating in class activities, over 70%, either agreed or strongly agreed that student attention is crucial for effective teaching and over 80%, either agreed or strongly agreed that disruptive student behavior can hinder effective teaching. The study findings highlight that disruptive student behavior is the most significant challenge, faced by teachers in the classroom environment. This indicates a strong consensus among teachers that disruptive behavior is a top concern. [ABSTRACT FROM AUTHOR] |
