A STUDY TO INVESTIGATE STUDENT BEHAVIOR AND CLASSROOM MANAGEMENT IN TEACHERS’ WORK AND ITS OVERALL IMPACT ON WELL-BEING: A CASE STUDY OF SECONDARY SCHOOLS

Abstract

This study investigates the impact of student behavior and classroom management on the well-being of secondary school teachers. In recent years, increasing concerns have emerged regarding the mental and emotional health of educators, particularly in the face of frequent classroom disruptions and behavioral challenges. Effective classroom management is widely recognized as a key determinant of a productive learning environment and a protective factor against teacher stress and burnout. However, when teachers consistently face negative student behavior without adequate support or management strategies, their well-being is significantly compromised. Using a case study approach, this research explores the experiences of secondary school teachers in managing student behavior and the consequent effects on their emotional and professional well-being. The study aims to identify common behavioral challenges, assess the classroom management techniques employed by teachers, and analyze how these factors collectively influence teacher morale, job satisfaction, and mental health. The findings are expected to provide valuable insights into the cyclical relationship between classroom dynamics and teacher well-being, highlighting the need for targeted professional development, institutional support, and policy interventions. This research contributes to the broader discourse on educational sustainability by emphasizing the importance of supporting teachers in their classroom roles to enhance both instructional quality and long-term retention in the profession.

Key words: Student Behavior, Classroom Management, Teacher Well-being, Secondary School Teachers