Teachers’ Characteristics as Predictors of Classroom Rudeness: Implications For School Counseling Practice in Ogun State, Nigeria

Abstract

Classroom rudeness, characterized by disruptive and disrespectful student behaviours, poses a significant challenge to effective teaching, learning, and students’ psychosocial development in secondary schools. While prior studies have focused largely on prevalence and consequences, limited attention has been given to how teachers’ psycho-demographic characteristics influence classroom incivility from a counseling and preventive perspective. This study examined teachers’ gender, work experience, academic qualification, and credibility as predictors of classroom rudeness among secondary school students in Ogun State, Nigeria. Anchored in Social Exchange Theory, a correlational survey design was adopted. A total of 450 teachers were selected from 27 public secondary schools using multistage sampling techniques. Data were collected using the Classroom Incivility Scale and the Measure of Source Credibility. Findings revealed that teachers’ work experience, academic qualification, and credibility significantly and negatively predicted classroom rudeness, with teacher credibility emerging as the strongest predictor, while gender was not significant. The study highlights the critical role of teacher credibility and professional development in reducing student incivility. Implications for school counselors include the need for teacher-focused counseling interventions, preventive behavior management training, and policy-driven support systems aimed at fostering respectful classroom environments.