Examining teachers’ causal attribution of challenging behaviour in Primary Classrooms, West Bengal, India.

This study investigates Indian teachers’ causal attributions of students’ challenging behaviour and their choice of strategies to address the behaviour. Two interconnected studies were conducted to achieve the objective of the project. The findings suggested that teachers attributed student-related and family-related factors as the main causes of students’ behaviour and suggested using proactive strategies to address challenging behaviours. Furthermore, it was found that teachers’ demographics were significant predictors of their causal attributions and suggested strategies. The study has implications for researchers, educational practitioners, and policymakers.