Abstract
According to the systems perspective, the influence of various systems (e.g., family, school, community) on children's behavior at school is highly acknowledged. It is therefore accepted that problem behavior in the classroom originates from social interactions (Upton & Cooper, 1990), providing a conceptual framework where problems are seen as indicative of dysfunction within the system, thus removing blame from the individual child, the teacher or the parents (Dowling, 2003). Addressing the importance of the interactions among students, teachers and parents in this microsystem, the present study aimed at identifying and comparing the types of behaviors that Greek primary and secondary teachers and parents view as problematic in the classroom. A sample of 378 teachers and 69 parents were asked to identify which behaviors are considered troublesome. Exploratory factor analysis revealed 5 categories of behaviors perceived as problematic by parents and teachers, Externalizing behaviors, School Difficulties, Internalizing behaviors, Attention seeking behaviors and Hyperactivity/attention difficulties. Both teachers and parents considered externalizing behaviors to be more troublesome than other types of behavior. Teachers tend to worry less than parents about all types of children’s behaviors, except for school difficulties. Findings emphasize the significance of considering multiple perspectives of the school microsystem in designing interventions to meet the specific needs of school communities and encouraging collaboration among all members of the school system.