Japanese high school teachers' views on pupil misbehaviour

Abstract

This study aimed to explore Japanese high school teachers' views of pupil misbehaviour in order to contribute to the growing international literature on discipline in schools. A total of 141 Japanese high school teachers completed a questionnaire which explored their views regarding the factors accounting for pupil misbehaviour, the frequency of pupil misbehaviour, and the strategies for dealing with pupil misbehaviour. The major factor accounting for pupil misbehaviour reported was ‘pupils who have emotional and/or behavioural difficulties’. The most frequent pupil misbehaviour reported was ‘resting head on desk during lessons’. The strategy rated most positively was ‘have a conversation with the pupil after the lesson in which you try to counsel the pupil towards understanding why doing the work and not misbehaving is in their best interests’. Most of the findings are generally in line with those reported in Western educational contexts (UK, USA, Australia), but there are some noteworthy differences which, it is argued, can be attributed to cultural differences, most notably the importance afforded in Japan to the establishment of a collectivist identity and the socialising role of schooling. These findings contribute to a growing understanding of how teachers in different countries view the challenge of dealing with pupil misbehaviour in the classroom.

Keywords:

• discipline
• misbehaviour
• Japan

Acknowledgement

I wish to thank the following for their help and for introducing me to Japanese culture: Dr Yuko Kato (Jin‐ai University), Professor Mitsuharu Mizuyama (Kyoto University of Education), Professor Isoo Tabuchi (Nara University of Education) and Professor Kazuya Taniguchi (Tohoku University).