Teacher Perceptions of Non-Compliance in Rural Primary Schools in New South Wales (Report‪)‬

INTRODUCTION The management of student non-compliance in the classroom is a recognised and ongoing problem for Australian teachers in both primary and high schools (Beaman, Wheldall, & Kemp, 2007; Vinson, 2002). Frequent non-compliance, amounting to 40% or more of teacher requests for assistance, has been shown to have serious effects on student academic progress (Matheson & Shriver, 2005). Previous studies have shown that co-operation and student compliance with teacher directions are skills seen by the majority of teachers at all levels, as being essential for achievement at school: both academically and socially. Failure to meet these teacher expectations of behaviour in the classroom may have negative effects on a student's progress (Lane, Pierson, & Givner, 2003; Lane, Wehby, & Cooley, 2006). Non-compliant students may also negatively affect other students in the classroom (Little, 2003).