Abstract

The purpose of this research project and professional development series is to shed light on the influence and effect that teacher biases, perceptions, and interactions have on student behavior. Often, teachers become apprehensive when exceptional students attend their class. This notion is amplified if the student is accompanied with a behavior intervention plan or a disability that manifests as externalizing behavior. In many cases, teachers report a lack of proper training in behavior mitigation strategies that extend beyond common, general education practices. If schools are to promote an inclusive environment, all teachers require the background knowledge to properly implement and adhere to behavior intervention plans to create a safe, efficient learning environment for all.

Fishbein and Ajzen (1975) theorized that six constructs influence individual behavior in humans. These constructs are utilized to determine human behavior based on a perceived result or product of learned behavior. Thus, I theorize that The Theory of Planned Behavior can be used to possibly predict behavior in students much like B.F. Skinner’s Behaviorism theory. Combining these theories can help to analyze external factors, namely teacher interactions and perceptions, that could influence adverse behavior in students. I have found that preconceived notions can affect teacher-student interactions. Weiner’s Theory of Attribution (1985) outlines the effect that positive teacher-student interactions have on identifying and referring students for special education and mental health services as well as the willingness of adolescents to seek assistance.

Teachers can become hyper-vigilant of typical behavior of students at the middle school level. I theorize that if educators are aware of target behaviors, it can cause typical behaviors to be identified as adverse behavior resulting in office referral or punitive styles of punishment where strategies like Positive Behavioral Interventions and Supports would be more appropriate. Calling unnecessary attention to behaviors in the classroom can possibly result in an increase of disruptive behavior and negative student-teacher interactions.

Recommended Citation

Keohane, Benjamin K. (2024) "How Do Teacher Perceptions and Biases Affect or Influence Student Behavior," Journal of Educational Leadership in Action: Vol. 9: Iss. 2, Article 2.
DOI: https://doi.org/10.62608/2164-1102.1147
Available at: https://digitalcommons.lindenwood.edu/ela/vol9/iss2/2