Abstract
This grounded theory study explored the behavior management strategies of 24 middle school teachers who served diverse student populations at 12 schools in Dimapur and Kohima, Nagaland in India. The researcher employed a qualitative interview and data gathering process, and transcribed and analyzed data through typological coding, question by question. This process led to the development of a grounded theory on effective behavior management strategies that included: (1) teacher-student relationships, (2) teacher leadership, (3) effective instruction, (4) organizational culture, (5) parental involvement, and (6) modeling behaviors. The interpretive analysis of data revealed that teachers were most concerned about the cumulative effects of disruption caused by persistent, but individually trivial incidents of misbehavior. Teacher participants also expressed that: (1) students’ disruptive behaviors negatively affected instruction and learning; (2) teachers require ongoing supervision and instructional leadership to promote positive academic and behavioral outcomes; and (3) teachers look to the administration to help them establish a learning environment that supports positive behaviors. Based on the findings, the researcher recommends ongoing professional development programs that will enable teachers to prepare effective behavior management plans in order to establish good standards of student behavior.