The Psychological Impact of Aggressive behavior on Pre-Service Educators' Teaching Ability: A Critical Research

Abstract

Teachers consider the search for the most effective strategies for changing student performance to be a modest source of pressure. To create a productive learning environment in the classroom, effective performance management is essential. Classroom management is a key source of concern for administrators, the general public, and teachers in terms of their job. This research investigates the perceptions of aggressive classroom behavior among students, pre-service teachers, and senior instructors using a multi-method approach. Differences between small disruptions, major aggressiveness, threats and violence, and criminal actions are established using factor analysis. With an extra core-periphery structure that distinguishes between disruptions caused by an external implement and those without, the four criteria are confirmed by the smallest space analysis and are ranked from most to least severe. Significant disparities between the three groups are shown by the analysis of variance. The Smallest Space Analysis (SSA) map displays how each population is related to the pattern of disruptions. The four behavior types and the differences between tools and us are explained by a mapping statement.