Classroom behaviour is one of the problems of the teacher on how to handle or how to manage their class. Student misbehaviours such as disruptive talking, chronic avoidance of work, clowning, interfering with teaching activities, harassing classmates, verbal insults, defiance, and hostility , ranging from infrequent to frequent, mild to severe, is a thorny issue in everyday classroom. Teachers usually reported that these disturbing behaviours in the classroom are intolerable and stress-provoking, and they had to spend a great deal of time and energy to manage the classroom.
In fact, student misbehaviours retard the smoothness and effectiveness of teaching and also impede the learning of the student and his/her classmates. Furthermore, research findings have shown that school misbehaviour not only escalated with time but also lowered academic achievement. To lessen these immediate and gradual adverse effects of student misbehaviours, it is the main importance to identify what exactly are these behaviours inside the classroom. One factor that may be a solution in effective interventions is students’ relationships with their teachers. A large body of research details how behaviour problems are associated with concurrent and subsequent teacher-student conflict (Hughes & Cavell, 1999;Hamre & Pianta, 2001; O’Connor, Dearing & Collins, 2011).Otherwise it is guided by ecological systems and attachment theories, the current study aims to investigate the associations between