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dc.contributor.supervisorLutfiyya, Zana (Education)en_US
dc.contributor.authorBright, Shaun
dc.date.accessioned2021-08-03T16:46:03Z
dc.date.available2021-08-03T16:46:03Z
dc.date.copyright2021-08-03
dc.date.issued2021en_US
dc.date.submitted2021-08-03T15:32:43Zen_US
dc.identifier.urihttp://hdl.handle.net/1993/35777
dc.description.abstractIn this study, I have solicited the perspectives of teachers about their students who are characterized as misbehaving. These perspectives influenced how these teachers saw and interacted with the students. I present three approaches that provide a method for dealing with student behaviour: transactional, relationship-based, and behaviourism, and relate these to the perspectives held by study participants. Analysis of the data indicates that teachers who reported having respectful relationships with their own parents growing up viewed positive relationships as necessary when working with students who misbehave. Limitations of the study and implications for practice and future research are presented.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducationen_US
dc.subjectbehaviouren_US
dc.subjectteacheren_US
dc.subjectperspectiveen_US
dc.subjectbehaviour managementen_US
dc.titleTeachers’ changing perspectives on misbehaviour: A qualitative studyen_US
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typemaster thesisen_US
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.contributor.examiningcommitteeFreeze, Rick (Education)en_US
dc.contributor.examiningcommitteeHansen, Nancy (Disability Studies)en_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.noteOctober 2021en_US
local.subject.manitobayesen_US


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