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|Title:||Perception Of School And School Rules: From The Perspective Of Children Displaying Disruptive Behaviour|
|Keywords:||Centre for Human Ecology|
|Abstract:||The school is a new world that has its own ethos, values and rules. It plays an integral role in the development of children. Due to cognitive development and socialization, children interpret and critique the existing rules and values of the school. The current study aimed to explore the perception of school and school rules in the Indian classroom, from the perspective of children displaying disruptive behavior, where a sample of 173 students was used. A mixed-methods approach was adopted with a questionnaire consisting of both quantitative items and open-ended items to generate qualitative data. The questionnaire consisted of a Disruptive Behaviour Checklist; a section on rule compliance and the school perception was identified using the Delaware School Climate Survey. Athematic analysis was undertaken to compare the narratives of children scoring high on the Disruptive Behaviour Checklist and the children with relatively low scores on the same. The findings of the study suggested that there was a significant relationship between rule compliance and disruptive behaviour, where in higher the scores on the Disruptive Behaviour Checklist were associated with lower rule compliance. The perception of school by the child was also integral to rule compliance, where a positive perception was related to greater rule compliance and lower disruptive behaviour. Other factors influencing rule compliance were student engagement, the use of socio-emotional learning techniques by the teacher and bullying victimization. The domain-wise analysis indicated that rule compliance was relatively less in the moral, followed by the socio-conventional domain and lastly the personal domain. The responses of the children reflected their meaning making of different types of rules, suggestions on the current school system and grievances regarding school life. The need of weaving the student’s voices into the decision-making fabric of the school was recognized through this explorative study.|
|Appears in Collections:||M.A.|
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