6 out of 10 Teachers Experience Daily Class Disruptions and Verbal Abuse

Talking, Using Mobile Phones, Leaving Classroom, Verbal and Physical Abuse
36% Experience Problem Behaviors More Than 10 Times a Week
Korea Teachers Federation "Must Specify 'Disciplinary Authority' in Life Education Laws"

[Asia Economy Reporter Han Jinju] Six out of ten teachers nationwide reported experiencing students disrupting class or using abusive language at least once a day.

On the 25th, the Korea Federation of Teachers' Associations (KFTA) conducted a survey of 8,655 teachers from nationwide kindergartens, elementary, middle, and high schools. The results showed that 61.3% answered that they encounter problematic student behavior five or more times a week.

The percentage of those experiencing such behavior more than 10 times a week was 36.3%, followed by 17.0% for 5 to 6 times a week, and 8% for 7 to 9 times a week.

The types of problematic student behavior included "talking alone or with other students or causing noise" (26.8%), "aggressive, hostile, arrogant, or insolent behavior such as abusive language" (22.8%), "leaving the classroom without teacher permission or going outside the school" (12.7%), and "using digital devices during class" (7.9%). There were also cases of physical injury or assault using the body or tools (6.4%).

The biggest difficulty teachers face due to student problem behavior was "no appropriate disciplinary or corrective measures available," accounting for 34.1%. Other major issues included "having to continue teaching despite mental and physical harm" (22.5%), "parents raising issues or complaints when disciplining problem behavior" (19.7%), and "parents threatening to report child abuse or claiming mutual fault" (10.2%).

95% of responding teachers said that student problem behavior seriously infringes on both students' right to learn and teachers' authority.

The most necessary measure to protect teachers' authority was "amending related laws to strengthen life guidance (discipline) so teachers can actively manage students with problem behavior," which accounted for 29.8%. Other responses included "strengthening punishment for those infringing on teachers' authority, such as students disrupting class, violating school rules, and parents filing malicious complaints" (26.4%), and "education offices filing or responding to civil, criminal, and administrative lawsuits on behalf of affected teachers and supporting litigation costs" (16.0%).

Regarding dissatisfaction with the Ministry of Education and education offices' policies on protecting teachers' authority, the most common response was "no practical way to restrain students with problem behavior" (31.3%). This was followed by "excessive emphasis on distorted human rights awareness worsening the imbalance between rights and responsibilities" (18.8%), "difficulty expecting practical help" (17.1%), and "lack of support or even audits and disciplinary actions when facing child abuse reports while restraining problem behavior" (13.3%).

The KFTA stated, "Strengthening the authority for life guidance is not just about protecting teachers' rights but about safeguarding the learning rights of many students and educating and nurturing students with problem behavior." They urged, "The National Assembly and government must immediately proceed with amendments to the Framework Act on Education, the Elementary and Secondary Education Act, and the Teachers' Status Act."

The KFTA also argued, "Just as the School Violence Prevention Act was amended at our request to transfer the School Violence Countermeasures Committee to the Education Support Office, the School Teachers' Authority Protection Committee should also be transferred to secure objectivity and expertise and reduce the burden on schools."