Actuación del profesorado ante las conductas disruptivas en los centros de educación primaria: Estudio mixto en la comunidad de Madrid

This study aims to analyze disruptive behaviors in the third cycle of primary education in public and concerted centers in the Community of Madrid, as well as the performance of teachers. A mixed-methods design was used, combining descriptive and inferential statistical analysis with a qualitative component based on teacher interviews. Teachers reported the significant presence of disruptive behaviors in classrooms. Statistically significant differences were observed in relation to the gender of teachers in the reporting of certain behaviors, and in the measures adopted, depending on the type of school, years of teaching experience, and teacher age. The themes highlighted in the interviews were professional identity, authority, study plans, and the role of families. The findings underscore the need for teacher training to identify disruptive behaviors and the development of a broader repertoire of intervention measures and self-care strategies to better manage classroom dynamics and enhance teacher well-being.