The aim of this study was to investigate factors that enhance or hinder teachers reactions to children's misbehaviours. Twenty one semistructured individual interviews were carried out with teachers. Grounded theory method was employed to analyze the data. The analysis of teachers' voices revealed that all participants of the study perceived children's sneaking out from home or playing truant as morally wrong and labeled it as misbehaviour. The findings also demonstrated that most of the teachers did not want to intervene while fewer teachers intended to intervene in the situation of observing misbehaviours. Concerning the reasons for teacher's reactions to children's misbehavior, six set of themes emerged. These were: nature of the event, teacher–parent/child relationship, parenthood status, perceived consequences of the action, emotional feelings, and responsibility attribution. Intervention programs that enhance sense of responsibility, concern for the welfare of children, interpersonal relationship, and trust among neighbors have to be designed. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

中文翻译：

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教师对埃塞俄比亚西北部儿童不当行为的反应：基于基础理论的分析

本研究的目的是调查促进或阻碍教师对儿童不当行为的反应的因素。与教师进行了 21 次半结构化的个人访谈。采用扎根理论方法对数据进行分析。对教师声音的分析表明，该研究的所有参与者都认为儿童偷偷溜出家或逃学是道德错误，并将其标记为不当行为。调查结果还表明，在观察不当行为的情况下，大多数教师不想干预，而打算干预的教师较少。关于教师对儿童不良行为的反应原因，出现了六组主题。它们是：事件的性质、教师-父母/孩子的关系、父母身份、行为的感知后果、情绪感受和责任归属。必须设计能够增强责任感、对儿童福利的关注、人际关系和邻居之间信任的干预计划。请参阅补充材料部分以查找本文的社区和社会影响声明。