Teachers’ Perception Of Behavioural Problems Of Children In Primary Schools

Project and Seminar Material for Sociology

Teachers’ Perception Of Behavioural Problems Of Children In Primary Schools

Abstract

The purpose of this study is to find out how the teachers will rate the behavioural problems of children in primary schools in Kaduna State specifically. This study was carried out using survey design and it was conducted in public primary schools. The proportionate stratified random sampling technique was used constituting of 1,438 teachers in the nine educational zone of all the 3,254 public primary school in the state. The fixed response questionnaire was used to collect data for the study. The results of the study revealed that teachers’ productivity tends to be low due to the factor enumerated above which bothers on health, family, work and social life. Manifestation of maladjusted forms of behaviours in the primary schools is one of the areas of concern for teachers, educational administrators and parents. It is hoped that the study will be beneficial to teachers, headmasters, school administrator, parents, guidance and counseling personnel, psychologist, mental hygienist students and the government.

Chapter One

1.0 Introduction

1.1 Background of the Study

Behavioural problems are bad, unacceptable behavioural in a given society. Behavioural problems (maladjustment)is defined as bad or unsatisfactory adjustment of behaviour (Webster Encyclopedia unabridged dictionary, 1994). Ross (1980) views behavioural problems to be presented when a child emits behaviour that deviates on arbitrary and relative social norm in that it occurs with a frequency or intensity that authoritative adults in the child’s environment judge under the circumstances to be either high or too low.

From the perspective of public welfare and safety personality disorder or maladjustment was defined as an antisocial personality which is marked by a long-term of irresponsible, impulsive, unscrupulous, even criminal behaviour beginning in childhood or early adolescence (Berstein, Roy, Srull, and Wickers, 1991). To the teacher, the meaning of behavioural problem in the classroom situation “is a higher or explicit attempt to give a symbolic interactionist account of discipline problems in the calassroom (Stebbings, 1970). There are over 427 behavioural problems identified by Ross (1980) but those of very serious implication that has relevance to teaching/learning process and research work has been done extensively is by Stouffer. He had 50 behavioural problems exhibited by school different. Although not of equal seriousness. None of them can be said to be entirely unimportant (Stouffer, 1998).

According to Stouffer (1988) information from the white house conference on child health and protection indicates that one out of every three school child’s maladjusted in one or the other. It had also been estimated that 12 percent of school children are so emotionally up-set as to require the services of guidance specialist and physiatrists (Mukhurjee, 1978). To obtain a situational report, the researcher also found from social welfare center Kaduna and the Borstal Training Institute Kaduna State alarming increase of about 80% and 100% respectively in the number of maladjusted children/youths which must bear it roots since their childhood. This is because any maladjusted preschool child will turn to the maladjusted in childhood and then turn out to be a maladjusted adolescent and finally turns out to be a maladjusted adult if nothing is done to curb it at the initial stage. This opinion is shared by Kagan and Moses (1962), Kolo (1992) and Coplan (2005). Where they stated that behaviours exhibited by children at young age tend to stabilize throughout life. Wickman (1978) found a marked discrepancy between the rating of teachers and mental hygienist on the relative seriousness of behavioural problems in school children. Teachers stress the importance of problems relative to sex, dishonesty, disobedience, disorderliness and failure to learn. For them the problems that indicate withdrawing, recessive characteristics in children are of comparatively little significance. This opinion is also shared by (Stebbins, 1970) Research work has been done extensively by Stouffer (1998) on the ratings of teachers on behavioural problems of children in the developed nations. Literature has shown the non-existence of such data in Nigeria. Their research findings cannot be authoritatively said to be true of our own school children in Nigeria due to certain factors such as environmental, social economical and political.

According to Dantani and Abubakar (1999), manifestation of maladjusted forms of behaviour in primary school is one of the areas of concern for teachers, educational administrators and parents. This is because no meaningful learning can take place if the learner is maladjusted. Teachers have great role to play in the development of the pupil they often observe the development in children that occur during school year and they report their cognitive, affective and psychomotor development. The contribution of the teacher in the development of the child cam make a difference for the brighter future of any society (Okon and Anderson, 1982).

According to Hendrkz (1986) the school is expected to contribute towards pupil’s development as healthy balance people who are able to fit into their communities, to control their less acceptable impulse to become what is known as socialized. Teachers encounter more of children’s behavioural problems they know those problems that can hamper effective teaching/learning in the class and those behaviour that could be detriment to the child. Based on all these, the researcher intends to finds out how the teachers will rate the behavioural problems of children in the primary schools in Kaduna state.

1.2 Statement of the Problem

Teachers have a great role to play in the development of the pupil. They often observe the development in children that occur during school year and report their cognitive, affective and psychomotor development. The contribution of the teacher in the development of the child can make a difference for a brighter future of any society (Okon and Anderson 1982) this opinion is also shared by Hendrikz (1986).

From the background, one out of three pupils is maladjusted in a way (Stouffer, 1998). From the situational report, information from social welfare center and Borstal Training Institute Kaduna stated that there were over 80% and 100% increase respectively in the number of maladjusted children. Manifestation of maladjusted forms of behaviours in the primary schools is one of the areas of concern for teachers, educational administrators and parents. This is because no meaningful learning can take place if the learner is maladjusted. The maladjusted should exhibit problems such as truancy, inattention, no interest in working quarrelsome, restless, disobedience, stubbornness, laziness.

The teacher could be stressed up in trying to correct the child, may lose patient, may even be annoyed and refused to come to class because of the problem of the maladjusted child.

There are over 50 behavioural problems of children in the classroom, it is important to point out which of these behavioural problems affect the teachers and pupils effective teaching/learning process. Rating of behavioural problems of children by teachers and metal hygienist has been carried out by (Blair, Jones & Simpson, 1975). In the development nation, this can not be authoritatively claimed to true situation for our own school children due to economic, environmental social and political factors. In order to find out which behavioral problem has serious implication, this study is designed to find out which behavioural problem has serious implication, this study is designed to find out how teachers rate behavioural problems of children in primary schools in Kaduna State.

1.3 Purpose of the Study

The purpose of this study is to determine the teacher’s ratings of behavioural problems of pupils in public primary schools in Kaduna State specifically.

This study is to:

  1. Find out current causes of behavioural problems among children of primary school in Kaduna.
  2. Identify the ratings of teachers of the seriousness of fifty behavioural problems of children in the primary school in Kaduna State.
  3. Find out the difficulties teachers encounter with children having behavioural problems in the primary school in Kaduna State.

1.4 Significance of the Study

It is hoped that when teacher’s rating of behavioural problems of children in the primary school are identified, the study will be beneficial to teachers, headmasters, school administrator, parents, guidance and counseling personnel, psychologist, mental hygienist students and the government. It would identify those behavioural problems that can be hamper effective teaching and meaningful learning, thereby it would help the teachers and administrators to utilize the most suitable teaching methods/techniques.

Behavioural problems which crop up in childhood will be reduced to the minimum because teachers will be able to curb that in childhood. The child would also develop a sound personality, sound attitude and morals which is one of the goals of primary education in Nigeria (National Policy of Education, 2004). Parents will benefit because, they will be able to identify these behavioural problems in their children and help them to manage these problems. Mental hygienist, guidance counseling will be better informed and it would be a tool for making their work easier.

1.5 Assumption of the Study

The study will cover five chapters; Chapter one consist of the background of the study, including statement of the problem, objectives, scope etc. The chapter two deals with the review of related literature, Chapter three dwelled on the research methodology, while Chapter four present and analyse data collected from sample respondents and finally, the chapter five of the study summarize, conclude and provide recommendations to the problems identified by the study.

1.6 Research Question

The following research questions have been formulated to guide the study:

  1. What are the current causes of Behavioural problems among primary school pupils in Kaduna State?
  2. What are the teacher’s ratings of the seriousness of 50 behavioural problems of children in the primary school in Kaduna State?
  3. What are the difficulties teachers’ encountered with children having behavioural problems in primary schools in Kaduna State?

1.7 Scope of the Study

The study looked into teachers rating of the seriousness of behavioural problems of children in Kaduna state, the current causes of maladjustment among children as well as the difficulties the teachers faced with children having such problems. The ranking order of the seriousness of the behavioural problems of school children is not included in the research work.

1.8 Limitation of the Study

In carrying out a project work like this, a lot of problem are often encountered and such problems include the following;

  1. Collection of data posed a problem as some of the respondents approached for interview were quite indifferent
  2. Scarcity of textbooks, journals and other relevant publication on the chosen topic which serves as inhibiting factor in gathering up to data information on the subject matter.
  3. Internal and external validity also a problem to the research work.
  4. There was also the uncooperative attitude of some of the respondents which they frequency complain of engagement elsewhere.
  5. In addition, the research is restricted in scope because of financial constraint. A larger population would have been sampled if not for financial limitation.

1.9 Operational Definition of Terms

Attitude:

Is an expression of favor or disfavor toward a person, place, thing, or event (the attitude object). Prominent psychologist Gordon Allport once described attitudes “the most distinctive and indispensable concept in contemporary social psychology

Cause:

A cause has been defined by the oxford dictionary sixth edition (2000) “The cause of something is what makes it happen”. A reason explains something; the purpose of something you do is the reason for doing it, the things you hope to achieve.

Curriculum:

It has been noted that the definition of curriculum changes from time to time and it also changes due to special condition, conception of knowledge, the learner and, indeed, education.

Failure:

This refers to the act of o stage of failing or inability to meet up with what one is required to do.

Maladjustment:

Inability to adjust to the demands of interpersonal relationships and the stresses of daily living

Methodology:

Is the study and practice of various method of teaching. This implies that methodology is both the study of different methods and the systematic means of presenting subject matter and learning experiences.

Motivation:

Motivation comes from the word motive it is defined as a pushing or moving power that makes an individual to strive to achieve a set goal despite difficulties.

Psychology:

The scientific study of human behaviour and thought processes.

Research:

It is defined as the systematic and objective analysis and reporting of controlled observation with a view to arrive at the development of generalization, principles, theories or explanation of phenomena.

Researcher:

He is an individual or group of individuals who carry out investigation about an issue.

School Authority:

Refers to an organized system of administration in which the whole members in the school are united on agreeable constitution that enable the school function towards achieving of her objectives and goals

Sociology:

Is therefore scientific study of human behaviour in groups, having for its aim the discovering of regularities and order in such behaviour and expressing these discoveries as theoretical propositions or generalization that describe a wide variety of patterns of behaviour its primarily concerns itself with social relationships.

Teacher:

One who teaches or instructs; one whose business or occupation is to instruct others; an instructor; a tutor

Chapter Five

5.0 Summary, Recommendations and Conclusion

5.1 Summary

The background of the study has shown that one out of three pupils is maladjusted in a way (Stouffer 1998). From the situational report, information from the social welfare center and Borsal Training Institute Kaduna State, stated that there is over 80% and 100% increase in the number of maladjusted children respectively.

The pupil spends a hours in schools, daily which means he is under the tutelage of his/her teacher. Teachers have great role to play in the development of the pupil, they also report the children’s cognitive, affective and psychomotor development.

Manifestation of maladjusted forms of behaviour in the primary school is one of the areas of concern for teachers, educational administrator and parents. This is because no meaningful learning can take place if the learner is maladjusted. The teacher cannot give his best, effective teaching is hampered and the pupil cannot learn any thing. There are over 50 behavioural problems of children which of these behavioural problems affect the teachers and pupils effective teaching/learning process.

Kagan and Moses (1962), Kolo (1992) and coplan (2005) stated that behavioural traits/tendencies are exhibited or formed by children of school age are maintained through young adulthood. It is therefore imperative to find out which behavioural problem has serious implication, thus study was designed to find out how teachers rate behavioural problem of children in primary school in Kaduna State.

This research was carried out using survey design and it was carried out in public primary schools in Kaduna State. The proportionate stratified random sampling technique was used constituting of 1,438 teachers in the nine educational zone of all the public primary schools in Kaduna State. The fixed response questionnaire was used to collect data for the study. The questionnaire comprises of three sections A, B and C and it was used to answer question 1, 2 and 3 respectively. The data collected was analyzed using mean statistics.

5.2 Major Findings

  1. Table 1 revealed that there are causes of maladjusted in the primary schools in Kaduna State (Grand mean 2.5)
  2. Table 2 revealed that teachers rated the behavioural problem exhibited by children to be serious (Grand mean 2.6)
  3. Table 3 revealed that teachers agreed with all the items listed to be the difficulties they face with children having behavioural problems (Grand mean 2.5)

5.3 Discussion of Findings

The findings of the study in table 1 shows that the causes of maladjustment are poverty, overcrowding, (material deprivation), the family/home factor include broken home, mental disorder among parent, a father who is questionable character, the rejected child, the overprotected child, death, desertion and unhygienic school practices such as labeling children with bad names, when a teacher does not show love to the child the way a new boy/girl arriving school is received and the location of the school if it is in a delinquent area. But the respondent disagreed that separation from parent and single parenting is a cause of maladjustments which opposed the findings of Stouffer (1998) which were considered as causes of maladjustments with the other problems listed. The research work of stouffer (1998) was carried out in a developed nation where the economic, environmental, cultural values social and political factors are different from those in Nigeria. In the Nigeria culture, single parenting, separation from parents is not a major cause of maladjustments because probably we practice communal relationship where a child is considered to be everyone’s child, and also the separated parent gives the child. The insecurity caused by the child is partially curbed by the child having another second home and family.

The 16 causes of behavioral problems among children generally agreed by the respondent. Rom the finding in tables 2, of all the 50 behavioral problems of children, 37 behavioral problems which include unsocial/withdrawing, unhappy/depressed, fearfulness, cruelty/bullying resentfulness, stealing sensitiveness dreaminess, nervousness, shyness, suggestible, overcritical of others, easily discouraged, temper tantrums, domineering, truancy. Untruthfulness, unreliable, destroy school materials, lack of interest in work, cheating, selfishness, heterosexual, activity, inattention, impertinence, solvency in appearance, laziness, stubbornness, thoughtlessness, imaginative lying, disobedience, carelessness at work, rudeness tardiness, disorderliness in class, interrupting, profanity were considered as serious problems whereas suspiciousness, enuresis, physical coward, sullenness, quarrelsomeness, restlessness, tattling, obscene notes/talk, attracting attention, masturbation, inquisitiveness, smoking and whispering are considered serious Fontana (1981) stated that behavioural problem is only behavioural problem if it appears to the teacher so. To the teacher, problem behavioural is the behaviour that proves unacceptable to the teacher, since teachers are all individuals, what appears a problem to one teacher, may not appear so to another.
However, Fontana (1981) stated that if all the professional anxieties that assail the teacher, those associated with class control often 100m the largest, which also agreed with the findings of the researcher. Those that affects teaching/learning process were considered serious while those that are passive/introverted behavioural problems were not considered as serious to the teacher. Peterson,(1961) and wery and quary (1971) stated that children are often referred when they become a problem to adults, which agreed with the findings; in that those behavioural problems that is basically associated with class control was selected as serious. While problems such as sensitively suspiciousness, enuresis, tattling, and masturbation are considered not serious because they do not affect the teacher directly neither do they pose as a problem in the class.

From the findings in table 3, the teachers agreed they encounter difficulties with children having behavioural problems. The 37 behavioural problems considered by teachers to be serious affects the teachers in many ways in terms of his work, emotionally, health and family. This is of very great concern, because anything that affects the teachers will definitely affect the pupils. No educational system can rise above the quality of its teachers. The teaching/learning process will be hampered and the teacher cannot give best. An overview of the findings indicates that the teacher is stressed this affects his work, his health, emotionally and his family.

5.4 Implication of Findings:

Based on findings and the discussion of findings, the outcome of the study reveals that teachers’ productivity tends to be low due to the factor enumerated above which bothers on health, family, work and social life. This invariably leads to an impeded learning process. Consequently this will lead to maladjusted children even in adulthood as supported by Kagen and Moses (1962) that traits already formed by children of school age become stabilized through life with this, it is clear that the future of our children is threatened and as the saying goes ‘children are the leaders of tomorrow.” With a threatened future occasioned by maladjusted and teachers inefficiency children will rarely amount the leadership rostrum.

5.5 Recommendations

  1. School counselors should be provided by the state government, non-governmental organization in all public primary schools as teachers are faced with some stresses in their teaching environment this is also supported by Alege (1988) who stated that the school counselors have a role to play in resolving those stresses that affect their teaching effectiveness.
  2. School counselors should administered test to pupil at the end of every term in order to identify pupils with serious adjustment problems to help the teacher.
  3. In ensuring that the recommended number of pupils per class (40) is adhered to a tripod approach which includes the ministry of education as a regulating body, the school head teacher and the class teacher should help in supervising and regulating this arrangement to ensure that the teacher will be able to effectively report the pupils cognitive, effective and psychomotor development/progress.
  4. The ministry of education should enforce open day in public primary schools.
  5. The state government should ensure that schools are not located in a delinquent area and if a school is located in a delinquent area, the school should be fenced in order to effectively control the pupils.
  6. The ministry of education should ensure that the the right calibers of teachers are employed in public primary schools.

5.6 Conclusion

There many causes of behavioural problems among primary school pupils which can be classified into material deprivation, family/home factor, and unhygienic school practices. The teacher rated 37 behavioural problems which affects the teaching/learning process as serious and those behavioural problems which does not affect the directly as not serious. Those behavioural problems considered as serious affects the teacher physically, his health, his work, emotionally and his family.

5.6 Suggestion for Further Study

The researcher suggests that the ranking order to the seriousness of 50 behavioural problems of school children to be studied

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