Teachers’ Attributions and Intervention Strategies for Students’ Classroom Misbehaviours: Evidence..

The research looked at teachers' attributions while dealing with student misbehaviour in the classroom. To accomplish this, a detailed survey was conducted using a quantitative method. Using cluster sampling, a sample size of 140 teachers was chosen for the analysis. The responses of the selected teachers were elicited using questionnaires. The study questions were examined using both inferential and descriptive statistics. Teachers in the Komenda Edina Eguafo Abirem Municipality usually assign students' disruptive behaviour to blame and intentionality, according to the study's findings. Again, positive interventions were described by the teachers as being very helpful in the quest to manage these attributed behaviours. Teachers' views about causality with regard to student misbehaviourcan be reinforced by teaching teachers to accept controllable rather than non-controllable attributions, according to the findings. Teachers who would otherwise embrace unsupportive approaches for students who show problem behaviour may be more open to adopting research-based interventions for these students.

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