The current research aims to identify the degree of prevalence of classroom problems (educational behavioral) among students of the first cycle of basic education from the point of view of teachers, in addition to identifying behavioral classroom problems and identifying the most prevalent educational problems among students of the first cycle of basic education. The research also aims to identify the differences between teachers in their assessment of classroom problems according to the variables (educational qualification - years of experience - type of teacher). The researcher used the descriptive approach, and the questionnaire of classroom problems that consisted of two dimensions: behavioral classroom problems - educational classroom problems, and the research sample consisted of 100 male and female teachers from the first cycle of basic education. Among the most important findings of the current study: The degree of prevalence of classroom problems in general was 35%, while the degree of educational problems was 43% more prevalent than classroom problems, which came in a percentage of 29%. This is based on class problems. With regard to classroom problems, the problem of classroom riot came in the first place with a percentage of 34%, in the second place the problem of vandalizing school property with a percentage of 30%, and in the last place the problem of not responding to the teacher’s instructions with a percentage of 19%. As for the educational problems, the problem of wrong study habits came in the first place With a percentage of 58%, and in the second place the problem of poor achievement with a percentage of 49%, and in the last place the problem of the student not bringing notebooks and textbooks with a percentage of 26% on the classroom problems questionnaire. There are differences between teachers in their assessment of classroom problems according to the teacher's type variable in favor of male teachers, as male teachers were more appreciative of classroom problems among students than female teachers.

The current research aims to identify the degree of prevalence of classroom problems