Classroom Discipline Modes Practices as Perceived by Elementary ‎and Secondary School Teachers and Students in Palestine

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Journal Title, Volume, Page: 
An-Najah University Journal for Research, Humanities, Volume 15, Issue 1
Year of Publication: 
2001
Authors: 
Ghassan Al-Hilo
Department of Psychology, Faculty of Economic and Social Studies, An-Najah National University, Nablus, Palestine
Current Affiliation: 
Department of Psychology, Faculty of Economic and Social Studies, An-Najah National University, Nablus, Palestine
Preferred Abstract (Original): 

The aim of this study was to investigate perceptions of teachers and students towards classroom discipline modes in Palestine. It also aimed at investigating effects of variables of students’ gender, educational stage, and major, other variables related to teachers were also examined, and include: gender, scientific degree, and educational stage on these modes. To achieve these aims, the study conducted on a sample of (566) students and (206) teachers. The results of this study, reveals that the method of preventive counseling mode was seen by both teachers and students as the dominant method in schools, whereas, the method of autocratic punishing mode was appear clearly in elementary stage male schools. In addition, the study shows that (M.A) teachers used the method of autocratic punishing mode more frequently than other teachers. Furthermore, significant differences at (α = 0.05) was found in major variable in favor of literary students, while no significant differences were found at ( α = 0.05) in teachers’ perceptions towards classroom discipline modes in accordance with educational stage variable. In general, the results of the study indicates that teachers were more efficient than students in explaining the classroom discipline modes that practiced in schools.

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