Keywords
disruption
conflicts
action measures catalogue
coping strategies
How to Cite
Abstract
This study aims to analyze disruptive behaviors in the third cycle of primary education in public and concerted centers in the Community of Madrid, as well as the performance of teachers. A mixed-methods design was used, combining descriptive and inferential statistical analysis with a qualitative component based on teacher interviews. Teachers reported the significant presence of disruptive behaviors in classrooms. Statistically significant differences were observed in relation to the gender of teachers in the reporting of certain behaviors, and in the measures adopted, depending on the type of school, years of teaching experience, and teacher age. The themes highlighted in the interviews were professional identity, authority, study plans, and the role of families. The findings underscore the need for teacher training to identify disruptive behaviors and the development of a broader repertoire of intervention measures and self-care strategies to better manage classroom dynamics and enhance teacher well-being.
Álvarez, E., Álvarez, M., Castro, P., Campo, M., & González-González de Mesa, C. (2016a). Teachers’ perception of disruptive behaviour in the classrooms. Psicothema, 28(2), 174-180. https://doi.org/10.7334/psicothema2015.215
Álvarez, M., Castro, P., González-González de Mesa, C., Álvarez, E., & Campo, M. (2016b). Conductas disruptivas desde la óptica del docente: validación de una escala. Anales de Psicología, 32(3), 855-862. https://doi.org/10.6018/analesps.32.3.223251
Ararteko, D. (2006). Convivencia y conflictos en los centros educativos. Ararteko. http://www.ararteko.net/RecursosWeb/DOCUMENTOS/1/1_244_3.pdf
Bradley, E. H., Curry, L. A., & Devers, K. J. (2007). Qualitative data analysis for health services research: developing taxonomy, themes, and theory. Health Services Research, 42(4), 1758-1772. https://doi.org/10.1111/j.1475-6773.2006.00684.x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Carrasco-Aguilar, C., & Luzón Trujillo, A. (2019). Respeto docente y convivencia escolar: significados y estrategias en escuelas chilenas. Psicoperspectivas, 18(1), 1-11. https://doi.org/10.5027/psicoperspectivas-vol18-issue1-fulltext-1494
Córdoba, F., Del Rey, R., Casas, J., & Ortega-Ruiz, R. (2016). Valoración del alumnado de primaria sobre convivencia escolar: El valor de la red de iguales. Psicoperspectivas, 15(2), 78-89. https://doi.org/10.5027/psicoperspectivas-vol15-issue2-fulltext-760
Crawshaw, M. (2015). Secondary school teachers’ perceptions of student misbehavior: A review of international research, 1983 to 2013. Australian Journal of Education, 59(3), 293-311. https://doi.org/10.1177/0004944115607539
Creswell J. W., & Poth C. N. (2018). Qualitative inquiry and research design. Choosing among five approaches (4th ed.). Sage.
Del Rey, R., Ortega, R., & Feria, I. (2009). Convivencia escolar: fortaleza de la comunidad educativa y protección ante la conflictividad escolar. Revista Interuniversitaria de Formación del Profesorado, 66, 159-180. https://dialnet.unirioja.es/servlet/articulo?codigo=3098226
Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Sage.
Elzo, J. (2004). Más allá del bullying. El correo y el diario vasco. http://www.siis.net/documentos/hemeroteca/410283.pdf
Everstone, C. M., & Emmer, E. T. (2012). Classroom management for elementary school teachers. 9th edition.. Pearson.
Fierro, M.C. (2013). Convivencia inclusiva y democrática. Una perspectiva para gestionar la seguridad escolar. Revista Electrónica Sinéctica, 40, 1-18. https://www.redalyc.org/articulo.oa?id=99827467006
Giorgi, A. A. (1975). Phenomenology and the foundation of psychology. Nebraska Symposium on Motivation, 23, 281-348. https://psycnet.apa.org/record/1977-26564-001
Giorgi, A. (1997). The theory, practice and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235-260. https://doi.org/10.1163/156916297X00103
Giorgi A. (2005). The phenomenological movement and research in the human sciences. Nursing science quarterly, 18(1), 75-82. https://doi.org/10.1177/0894318404272112
Görmez, E. (2016). Ortaokul öğrencilerinin sınıf içi istenmeyen davranışlarının incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 443-456. https://dergipark.org.tr/tr/pub/yyuefd/issue/25853/272556
Gotzens, C., Badia, M., Genovard, C., & Dezcallar, T. (2010). Estudio comparativo de la gravedad atribuida a las conductas disruptivas en el aula. Electronic Journal of Research in Educational Psychology, 8(20), 33-58. https://doi.org/10.25115/ejrep.v8i20.1399
Hakvoort, I., & Olsson, E. (2014). The school’s democratic mission and conflict resolution: Voices of Swedish educators. Curriculum Inquiry, 44(4), 531–552. https://doi.org/10.1111/curi.12059
Hernández, M, & Buscà, F. (2016). Cómo se previenen y resuelven los conflictos en una clase de educación física. Tándem. Didáctica de la Educación Física, 51, 61-66. https://www.grao.com/es/producto/como-se-previenen-y-resuelven-los-conflictos-en-una-clase-de-educacion-fisica
Herrera, L., & Bravo, I. (2012). Predictive value of social skills in living together at primary school. Analysis in a cultural diversity context. Journal of New Approaches in Educational Research, 1, 13-21. https://doi.org/10.7821/naer.1.1.13-21
Ibáñez, J., López, J., Márquez, A., Sánchez, N., Flórez-Alarcón, L., & Vera, A. (2012). Variables sociodemográficas relacionadas al Síndrome de Burnout en docentes de colegios distritales. Psychologia: Avances de la Disciplina, 6(2), 103-113. https://doi.org/10.21500/19002386.1187
Johnson, B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Pearson.
Karasu, N., Sert, C., Demirtas, S., Atbasi, Z., & Aykut, C. (2019). Identifying challenging behaviors demonstrated by students in schools and interventions for the challenging behaviors. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 176-206. https://doi.org/10.14812/cufej.445837
Kırbaş Ş., & Atay, A. (2017). Sınıf Öğretmenlerinin Sınıf YönetimindeYaşadığı Sorunlar Ve Çözüm Önerileri, International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 517-538. https://doi.org/10.7827/Turkish
Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. The American psychologist, 73(1), 26-46. https://doi.org/10.1037/amp0000151
Lawrence, J., Steed, D., & Young, P. (1983). Monitoring Teachers’ Reports of Incidents of Disruptive Behaviour in Two Secondary Schools: multi‐disciplinary research and intervention. Educational Studies, 9(2), 81-91. https://doi.org/10.1080/0305569830090202
Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education, 17(3), 307-319. https://doi.org/10.1016/S0742-051X(00)00059-7
Luengo, F., & Moreno, J.M. (Coord.) (2007). Proyecto Atlántida. Protocolos de convivencia. Gestión de la prevención y urgencia en los conflictos escolares. Consejería de Educación Gobierno de Canarias. https://www.educacionfpydeportes.gob.es/dam/jcr:b8ce594f-a587-48a5-91bb-33bcc67170a7/re33911-pdf.pdf
Mareš, J. (2018). Students’ Indiscipline in the Classroom. Pedagogická orientace, 28(4), 556–598. https://doi.org/10.5817/PedOr2018-4-556
McIntosh, K., MacKay, L., Andreou, T., Brown, J., Mathews, S., Gietz, C., & Bennett, J. (2011). Response to Intervention in Canada: Definitions, the Evidence Base, and Future Directions. Canadian Journal of School Psychology, 26(1), 18–43. https://doi.org/10.1177/0829573511400857
Nail, O., Valdivia, J., Gajardo, J, Viejo, C., Salas, R., & Romero, G. (2018). Estudio de casos: tensiones y desafíos en la elaboración de la normativa escolar en Chile. Educação e Pesquisa, 44. https://doi.org/10.1590/s1678-4634201711167834
Ochoa, A., & Peiró, S. (2010). Estudio comparativo de las actuaciones de los profesores ante situaciones que alteran la convivencia escolar: el caso de Querétaro (México) y Alicante (España). Revista Electrónica Interuniversitaria de Formación del Profesorado, 13(4), 113-122. https://www.redalyc.org/pdf/2170/217015570009.pdf
Ortega-Ruiz, R., & Del Rey, R. (2001). Aciertos y desaciertos del Proyecto Sevilla Antiviolencia Escolar (SAVE). Revista de Educación, 324, 253-270. https://idus.us.es/bitstream/handle/11441/67350/aciertos_y_desaciertos.pdf?sequence=1
Pérez de Guzmán, V., Amador, L. V., & Vargas, M. (2011). Resolución de conflictos en las aulas: un análisis desde la Investigación-Acción. Sips - pedagogía social, revista interuniversitaria, 18, 99-114. https://doi.org/10.7179/psri_2011.18.08
Pineda-Alfonso, J. A. (2011). Las concepciones de los alumnos sobre el conflicto y la convivencia. Un estudio con alumnado de 4º de ESO. Investigación en la Escuela, 75, 35-47. https://idus.us.es/bitstream/handle/11441/25045/Las_concepciones_de_los_alumnos_sobre_el_conflicto_y_la_convivencia.pdf
Piñuel, I. (2006). Informe Cisneros VIII: Violencia contra los profesores en la enseñanza pública de la Comunidad de Madrid. Instituto de Innovación Educativa y Desarrollo Directivo. https://www.eldefensordelprofesor.es/openFile.php?link=documentos/22/estudios_cisneros_viii_t1511269778_22_a.pdf
Pizarro, J. A. (2010). La violencia escolar hacia el profesor. https://studylib.es/doc/6348235/la-violencia-escolar-hacia-el-profesor
Ritchie, J., & Lewis, J. (2005). Qualitative research practice. Sage.
Ryan, G.W., & Bernard, H.R. (2003). Techniques to identify themes. Field Methods, 15(1), 85-109. https://doi.org/10.1177/1525822X02239569
Sadık, F. & Aslan, S. (2015). İlkokul sınıf öğretmenlerinin disiplin problemleri ile ilgili görüşlerinin incelenmesi. Electronic Turkish Studies, 10(3), 115-138. https://doi.org/10.7827/TurkishStudies.7585
Sánchez, P., & Luengo, F. (Coord.) (2003). Proyecto Atlántida. La convivencia democrática y la disciplina escolar. Consejería de Educación Gobierno de Canarias. https://www.ugr.es/~fjjrios/pce/media/2a-ConvivenciaDisciplinaAtlantida.pdf
Sánchez, P. (2010). Cómo afrontar el estrés docente [Trabajo de grado IES Basílica] IES Basílica. http://www.doredin.mec.es/documentos/01820091005589.pdf
Sandín, M.P. (2010). Investigación cualitativa en educación: fundamentos y tradiciones. McGraw-Hill.
Şanlı, Ó. (2019). An evaluation of the teachers’ classroom management problems. Educational Research and Reviews, 14(8), 282-292. https://doi.org/10.5897/ERR2019.3712
Sarı, M. H., & Altun, Y. (2015). Problems Faced by Beginning Primary Education Teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi H. U. Journal of Education, 30(1), 213-226. http://www.efdergi.hacettepe.edu.tr/shw_artcl-31.html
Scherzinger, M., & Wettstein, Z. (2019). Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach. Learning Environments Research, 22, 101–116. https://doi.org/10.1007/s10984-018-9269-x
Silva Lorente, I., & Torrego Seijo, J. C. (2013). Afrontar la disrupción para mejorar el clima de clase. Revista Iberoamericana de Educación, 61(4), 1–11. https://doi.org/10.35362/rie6141065
Silverman, D. (2006). Qualitative research: theory, method and practice. Sage.
Solera, E., Gutiérrez, S., & Palacios-Ceña, D. (2017). Evaluación psicológica del síndrome de burnout en profesores de educación primaria en la Comunidad de Madrid: comparación entre centros públicos y concertados. Universitas Psychologica, 16(3), 1-9. https://doi.org/10.11144/Javeriana.upsy16-3.epsb
Sorani-Villanueva, S., McMahon, S. D., Crouch, R., & Keys C. B. (2014). School problems and solutions for students with disabilities: A qualitative examination. Journal of Prevention & Intervention in the Community, 42(1), 58-71. https://doi.org/10.1080/10852352.2014.855060
Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in health care: journal of the International Society for Quality in Health Care, 19(6), 349–357. https://doi.org/10.1093/intqhc/mzm042
Torrego, J. C. (2007). El modelo integrado: un nuevo marco educativo para la gestión de los conflictos de convivencia desde una perspectiva de centro. Idea la Mancha, 85-89. https://colegios.plenainclusion.org/wp-content/uploads/2024/01/CONV.Modelo-integrado-de-mejora-de-la-convivencia-estrategias-de-mediacion-y-tratamiento-de-conflictos.pdf
Torrego, J. C., & Moreno, J.M. (2001). Un modelo estratégico para la actuación global sobre conflictos de convivencia en centros educativos: “Proyecto Atlántida”. En C. Rodríguez (Ed.), La convivencia y la disciplina en los centros escolares. Proyecto de Innovación “Atlántida” Educación y Cultura democrática (pp. 13-28). Federación de Enseñanza de Comisiones Obreras.
Vizcarra, M.T., Rekalde-Rodríguez, I., & Macazaga-López, A.M. (2018). La percepción del conflicto escolar en tres comunidades de aprendizaje. Magis, Revista Internacional de Investigación en Educación, 10(21), 95-108. https://doi.org/10.11144/Javeriana.m10-21.pceca
Yılmaz, N. (2012). Dersin akışını bozan istenmeyen davranışları yönetme stratejilerinin incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 1-38. https://dergipark.org.tr/tr/pub/erziefd/issue/6003/80049
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Eva Solera Hernández, Sonia Gutierrez Gomez-Calcerrada, Ariadna Martínez-Martínez, Domingo Palacios-Ceña