Discipline problems have long been the pressing problems facing school. For effective discipline, it is prerequisite to understand the nature and reasons of discipline problem behavior - misbehavior. This paper discusses what behavior constitute discipline problem how it can be defined and perceived. The paper also discusses why students misbehavior how it can be explain and understood by examining theoretical models for behavior problems and their use. There are diverse definitions of discipline problem. Early definition focuses on student behavior that interferes with teaching. This definition is simple and narrow. More comprehensive definition that detracts from the order and safety - physical and psychological - of learning environment. The most comprehensive definition embraces student behaviors that violate rules of conducts congruent with the norms in social and work setting. Developmental trends of definitions focus on instructional, learning environment, social and situational. Concern is gradually being shown today to the more comprehensive definition - more social and situational in that a more set of discipline problems in actual fact is embraced. Our perceptions of discipline problem differ from the definitional one. In practice, how teacher perceives and interprets problem behavior are more important than what it is defined, since teacher`s perception of student`s behavior affects how teacher responds to it. Clearly a need exists for more research to be taken in order to clarify what teachers/students construe as discipline problems and to ascertain the factors which influence their perceptions. The paper examined five major theoretical models which are used to understand or explain problem behavior. The five models are the psychodynamic approach, behavioral modification, humanistic psychology, a system approach, and labelling theory. Each model takes a different standpoints. However, directional trends of the models have shown a movement from a narrow psychological perspective to a broader, contextual, sociological approach. The trends from an individua/psychological perspective to a social/sociological one emphasize institutional influences upon pupils` behavior. This implies that school and teacher can do much to reduce discipline problems. Teachers as practitioners face the choice problem among the theoretical models, each of which takes a different perspectives. However, it might be said that all of the theories may be right in their own right. Therefore, the choice problem can be resolved by practicing a eclectic approach rather than on a single theory. The eclectic approach includes : the use of some formulation which incorporate two or more of the models together within a overarching framework and the use of different members of the team electing to familiarize themselves with particular models.
I. 서론
II. 훈육문제의 정의와 인식
III. 훈육문제의 이론적 모형과 활용
IV. 결론