Perception of University Teachers Regarding Student Disruptive Behavior

Abstract

The research investigates university teachers' perceptions of students' disruptive behavior in higher education class contexts. From mobile phone use and side chatter to disrespectful attitude, disruptive behavior has become a growing concern among educators that impacts not only the quality of instruction but also classroom management and peer learning. With a quantitative descriptive survey research design, findings were obtained from 120 academic staff of public and private universities. The findings reveal that disruptive behavior is widely experienced and is attributed to a range of causative factors such as low motivation in students, weak discipline, technological interference, and policy loopholes in institutions. Teachers indicated that the behavior has negative effects on teaching effectiveness, maintaining order in classrooms, and general academic participation. While teachers employ multiple strategies including verbal reprimand, refocusing, and referral to administration, most of them were unhappy with the absence of formal training and institutional backup. It was also discovered that experienced teachers handled misbehavior better and that teachers in private schools monitored higher disruption frequencies. The implications of the findings are the necessity of unequivocal behavioral policy, teacher training, and robust institutional frameworks to facilitate effective classroom management. This study enriches the knowledge of disruptive behavior in higher education by reinforcing the use of teacher perception, institutional accountability, and the necessity for active measures. The study ends with a call for better policy formulation, professional development, and future studies in this area.