Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed

中文翻译：

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科威特教师的课堂行为管理实践、经验和信念


最近的统计数据表明，西方和亚洲国家的学生外化行为正在增加;然而，关于中东国家教师对这些行为的看法的研究很少。采用混合方法研究设计调查科威特公立中小学教师对其课堂行为管理 （CBM） 体验的看法，包括他们 （a） 学术准备;（b） 使用 CBM 实践来支持有外化行为的学生;（c） 对学生外化行为的观察;以及 （d） 对行政支持和家庭参与的看法。参与者包括从 45 所学校随机招聘的 2,140 名普通和特殊教育教师。结果表明，在接受调查的教师中，只有不到一半的人之前接受过 CBM 方面的指导，报告使用各种 CBM 做法来应对学生行为问题，并且认为行政支持水平高于家庭参与。讨论了研究结果的意义和对进一步研究的建议