Abstract
Substantial empirical data indicates that elementary school teachers are disturbed by student behavior problems in a classroom. A study was conducted in order to determine which behaviors teachers report to be most disturbing and whether there are any teachers gender differences in an all-male Orthodox Jewish Yeshiva elementary school classroom. The participants consisted of 149 elementary school teachers from 5 all-male Orthodox Jewish Yeshiva elementary schools in the New York Metropolitan area. Two instruments were used, a modified version of Algozzine’s Disturbing Behavior Checklist as well as a questionnaire for teachers, which includes a modified version of the Elliot and Dweck questionnaire which surveys teacher attitude and behavior interventions. Heads of schools were contacted for agreement to distribute the surveys to the teaching staff. Analyses indicate that teachers in allmale Orthodox Jewish Yeshiva elementary school find externalizing behaviors to be most disturbing, and female teachers were found to be more disturbed by internalizing behaviors than male teachers. Implications of this study emphasize the importance of effective management and early ascertainment of problem behaviors.

Karen Golda Gross, David Pelcovitz. (2012) Teachers’ Perceptions of Distress and Disturbance Regarding Students’ Behavior in an Elementary School Classroom, Journal of Elementary Education, Volume-22, Issue-2.
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