" Educational Dynamics: The Effects of Personality and Mindfulness on Student Misbehavior, Teacher Aggression, And Peer Bullying "

Abstract

Design/Methodology: This study examines the complex relationships between student misbehaviour, teacher aggression, peer bullying, teacher personality, and mindfulness in the context of Indian education using a quantitative research methodology. Data was collected from n = 250 teachers and was analysed using smart PLS 4.

Purpose: In the setting of Indian schools, this study attempts to investigate the links between peer bullying, teacher aggression, and student misbehaviour. The study also looks at how teacher personality factors affect these dynamics, emphasizing how important individual teacher attributes are in determining how aggressive and bullying behaviours escalate.

Findings: Peer bullying, teacher aggression, and student misbehaviour were found to be significantly positively correlated, suggesting the interdependence of these phenomena in educational settings. Additionally, the research highlights the significance of individual differences among educators by revealing the influence of teacher personality qualities on these interactions. The study also highlights the moderating effects of mindfulness on the links among peer bullying, teacher aggression, and student misbehaviour, with a significant negative moderation impact noted.

Originality: By providing insights into the complex interactions between student misbehavior, teacher aggression, peer bullying, teacher personality, and mindfulness within the specific context of Indian schools this study enhances the knowledge of current literature. By examining how mediating-moderating role of teacher personality and mindfulness, the research provides a nuanced understanding of factors influencing behavior management and interpersonal dynamics in educational settings.