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Challenging behaviour is a serious problem in the lives of students and teachers in the classroom who are exposed to a diminishing level of efficiency together with adverse emotional, physical and psychological wellbeing (Lewis, 1999; Tschannen-Moran & Woolfolk Hoy, 2001). Teachers can become less effective in their day-to-day duties as a result of students' challenging behaviours that reduce participation and motivation. In response, most teachers resort to applying non-evidence-based behaviour management practices in a bid to address these challenging behaviours (Lewis, 1997). The situation calls for the use of evidence-based practices, which are positive in approach, an imperative and a great task for educational researchers. This research study aimed to explore behaviours of concern to teachers in Thailand schools and the various strategies they use to manage those behaviours effectively. |
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