Examining Teachers' Lived Experience in Dealing with Student Disorganization

Document Type : Original Article

Authors

1 Assistant Professor, Department of Psychology, University of Kurdistan, Sanandaj, Iran

2 MA in Educational Psychology, Education, Marivan, Iran

10.22034/lbcij.2026.68486.1296

Abstract

Objective: This study aimed to explore teachers’ lived experiences in dealing with students’ misbehavior in elementary schools in Marivan. The research had an applied purpose and adopted a qualitative approach using a phenomenological method.
Method: The participants included all elementary school teachers in Marivan with more than 15 years of teaching experience during the 2023–2024 academic year, totaling 280 individuals. Purposeful sampling was employed, and theoretical saturation was reached with 30 participants. Data were collected through semi-structured interviews. The interview questions were designed based on standard guidelines and adjusted according to the participants’ educational backgrounds and teaching fields.
Results: The results indicated that enforcing classroom regulations for disruptive students, evaluating and grading students’ classroom activities, and involving misbehaving students in the teaching process play a significant role in identifying and understanding patterns of disruptive behavior among students.
Conclusions: The findings demonstrate that factors such as the physical and psychological conditions of the classroom environment, teacher’s up-to-date pedagogical knowledge, and effective classroom management strategies are among the most suitable approaches for managing student misbehavior and promoting discipline in the classroom.

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Main Subjects


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  • Receive Date: 04 August 2025
  • Revise Date: 23 February 2026
  • Accept Date: 10 April 2026
  • First Publish Date: 22 May 2026
  • Publish Date: 22 May 2026