| Summary: | Challenging student behavior in compulsory schools has been a continuous source of concern for teachers in Iceland over many years (Ingvar Sigurgeirsson & Ingibjörg Kaldalóns, 2006; Samband íslenskra sveitarfélaga & Félag grunnskólakennara, 2012). About half of teachers report having to deal with disruptive student behavior on a daily basis (Anna–Lind Pétursdóttir, 2013; Rúnar Sigþórsson et al., 2014). Behavior problems are considered not only to interfere with students´ own learning, but also that of their classmates (Westling, 2010). Severe or persistent behavior problems can also negatively influence students´ academic and social outcomes in life (Bradley et al., 2008). According to a great majority of teachers in Iceland, their workload has increased considerably due to escalating challenging behavior among students and many consider discipline and behavior problems to be the most difficult aspects of their job (Samband íslenskra sveitarfélaga & Félag grunnskólakennara, 2012). Many Icelandic teachers experience burnout and three out of four have considered quitting their job, mostly due to low salaries, heavy workload or lack of respect for the teaching profession (Anna Þóra Baldursdóttir & Valgerður Magnúsdóttir, 2007). However, research is lacking on the relation between challenging student behavior and the well-being of Icelandic teachers at work. The goal of this study was to explore teachers´ perception of the extent of student behavior problems and their perceived impact on themselves and their students´ learning. Also, it examined teachers‘ sources of support in dealing with challenging student behavior and their level of emotional exhaustion, as well as whether these factors were related to their students’ problem behavior. Data were collected using questions from a translated and slightly adapted version of Westling’s (2010) Questionnaire About Teachers and Challenging Behavior, with an addition of four questions about emotional exhaustion from Maslach Burnout Inventory – Educators ...
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