THE ROLE OF TEACHERS IN MANAGING DISRUPTIVE STUDENT BEHAVIOR DURING LEARNING IN ELEMENTARY SCHOOLS

Abstract

Disruptive student behavior remains a persistent issue in elementary school classrooms as it can negatively affect the learning climate, instructional effectiveness, and the achievement of educational objectives. This study aimed to analyze the role of teachers in managing disruptive student behavior during the learning process in elementary schools. The study employed a qualitative approach using a case study design. It was conducted at State Elementary School 0608417 Medan, with classroom teachers and elementary school students serving as research participants. Data were collected through classroom observations, in-depth interviews with teachers, and documentation studies. Data analysis was carried out using an interactive model consisting of data reduction, data display, and conclusion drawing. Data credibility was ensured through technique and source triangulation. The findings revealed that disruptive behaviors manifested in various forms, including talking outside the learning context, lack of attention to teacher explanations, and violations of classroom rules. Teachers played a strategic role in managing these behaviors by consistently implementing classroom rules, providing positive reinforcement, applying personal approaches to students, and creating an adaptive and supportive classroom environment. Furthermore, teachers’ communication skills and their ability to establish positive emotional relationships with students were found to contribute significantly to reducing disruptive behavior. This study concluded that the role of teachers extended beyond behavioral control to include functioning as facilitators and mentors who foster a safe, orderly, and supportive learning environment that promotes students’ character development.