Teachers’ Perspectives on Disruptive Student Behaviors: The Interconnectedness of Environment and Early Childhood Education in Pakistan

This study describes teachers’ perspectives on disruptive student behaviors in early childhood education classrooms in Khyber Pakhtunkhwa, Pakistan. Using an ecological model, this paper describes interviews with 26 teachers working in early childhood education. The findings show that home, school, and society do not play optimal roles in children’s education, which leads to disruption in classrooms. Illiteracy and socioeconomic problems at home prevent parents from playing their required roles, and schools are often overcrowded and have unattractive classrooms. Teachers are minimally qualified and have few teaching-learning materials at their disposal. Fear of violence is another factor. These factors do not support the behavioral development of young children. The three major circles (home, school, society) that comprise a child’s ecology are inadequate, which leads to classroom disruption, lack of motivation, and poor behavior that endangers the continuation of education. Plain Language Summary The reasons for students’ disruptive behaviors in early childhood education This study is focused on 26 teachers’ perspectives about disruptive student behaviors in early childhood education classrooms in Khyber Pakhtunkhwa, Pakistan. The findings show that home, school, and society do not play optimal roles in children’s education, which leads to disruption in classrooms. Illiteracy and socioeconomic problems prevent parents from playing their required roles, and schools are often overcrowded and have unattractive classrooms.