CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Teachers are the center of global education since they are responsible for the mental, physical, and moral development of students at all educational institutions across the world (Paula, M., 1996). The instructor plays the most important role in the educational process. As role models, they are expected to model positive behavior as they improve and grow the human intellect through schooling. Good conduct is a prerequisite for effective teaching and learning, as well as an important educational result that society rightfully demands. Behaviour is the consequence of the interaction between the individual and the environment, which includes physiological, physical, and psychological elements (Alexander, 2000). (Evans et al, 1989).
Educational psychologists have widely endorsed this interaction of components (Cochran-Smith, 2003), and it is vividly depicted in the learner-centered model of instruction (Lambert & McCombs, 1998). Student misconduct is one of the most commonly reported issues in today's public schools. In fact, instructors regard regulating student conduct to be one of their most difficult difficulties as well as one of their most significant training and skill gaps (Weigle, 1997). Disruptive classroom behavior is a major source of teacher stress and dissatisfaction, and it has a significant impact on teachers' ability to keep a productive and orderly learning environment (Hawe, Tuck, Manthei, Adair, & Moore, 2000).
Historically, in the 1970s, educators and psychologists stressed the significance of student involvement and achievement in reducing disruptive conduct in the classroom. There has been a significant increase in the direct and indirect assessment and analysis of problem behavior in school settings over the last 20 years in order to determine the function of disruptive behavior and develop more targeted interventions based on these assessments (Lagland, Lewis & Sugai, 1998). Partin clearly distinguishes between ineffective and highly effective teachers. Effective instructors, according to his studies, are in charge of their classes but not consumed with the concept of control. According to Partin's research, creating certain norms or rules of conduct to govern student behavior is a vital first step in setting standards for acceptable behavior in a classroom. Rather than trying to describe all of the conceivable prohibited behaviors, it appears that the most effective way to motivate people to follow rules is to articulate them positively and explain what you want to happen. As a result, one of the most essential, yet tough and complex concerns for instructors is discipline and classroom management.
Notably, the major role of teachers is to assist pupils in learning in the classroom. Learning is difficult to achieve in a chaotic setting. As a result, we are constantly pushed to develop and maintain a happy, productive learning environment. This might be a difficult task on any given day. We find ourselves making frequent classroom behavior management blunders in our attempts to meet this issue. Many instructors are naturally hesitant to recognize that the causes for their students' misbehavior may be found as often in their teaching as in the pupils' incompetence or failure to learn, according to Lawrence and Steadman (1984). however, Steadman asserts that the most efficient strategy to deal with behavior issues is to attempt to prevent them from emerging in the first place, and then to reduce their occurrence.Therefore if teachers keep portraying negative behavior triggered by stress this might impact her teaching method and learning outcome may not be achieved.