Strategies Adopted By Teachers In Managing Pupils Misconduct

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Strategies Adopted By Teachers In Managing Pupils Misconduct


Abstract


This study was carried out to examine the strategies adopted by teachers in managing pupils misconduct using some selected primary schools in Owerri Metropolis as a case study. The study was carried out to determine the prevalence of behavioral misconduct among primary school pupils, ascertain the forms of behavioral misconduct exhibited among primary school pupils, find out the strategies adopted by teachers in managing pupils misconduct and ascertain whether the strategies adopted by teachers for the management of pupils misconduct behaviour are effective. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers of some selected primary schools in Owerri Metropolis. In determining the sample size, the researcher conveniently selected 41 respondents and 35 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Chi-square statistical tool.The result of the findings reveals that the prevalence of behavioral misconduct among primary school pupils is high. The study also revealed that the strategies adopted by teachers for the management of pupils misconduct behaviour are effective. Therefore, it is recommended that educators should encourage parents to participate fully in the program of managing learner misconduct. Educators should therefore be aboveboard with parents, even if they have to say things parents may not want to hear. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

Learner misconduct is one of the major issues within the managerial task system that both perceive and in-service teachers’ encounters (Luke, 1989:66). Some teachers have even attributed unsuccessful teaching to the amount of misconduct with which they have been confronted (Fernandez–Balboa 1991:69). The higher the rate of misconduct that the teachers were faced with, the less successful they felt.

Classroom management refers to actions taken to create and maintain a learning environment conducive to successful instruction -arranging the physical environment, establishing rules and procedures, maintaining students’ attention to lessons and engagement in activities- (Brophy, 2006). To create a classroom environment in which there are clear and consistent rules and expectations, a necessary first step is to have the rules for the classroom posted and clearly visible for all students (Trussell, 2008). A perfect classroom management system does not exist. A class with no behavior problems can by no means be assumed to be a well- managed class (Slavin, 1997).

Teaching successfully with a low rate of misconduct (i.e., maintaining order) is the aim of most teachers. Even though the absence of misconduct does not guarantee high student achievement, it allows an opportunity for learning to take place. Some teachers are aware of this and are adamant to succeed by minimizing misconduct. In contrast, other teachers do not think addressing misconduct is part of their teaching responsibilities; as a result, they struggle, and continue to look for appropriate strategies for handling misconduct throughout their teaching careers (Fernandez- Balboa, 1991:63).

What causes learners to misbehave is unclear and researchers do not yet have enough information to explain the causes from the students’ points of view (Stinson, 1993:219). Learners may or may not perceive misconduct in the same ways as their teachers. Therefore it is imperative to learn more about misconduct from the students’ perspectives. Such information could promise a better understanding of the reasons why students misbehave, and could help the teachers to prevent and handle misconduct more effectively.

In the United Kingdom the evidence that the Eton Commission received from the seven major professional associations representing teachers revealed that their members saw the behaviour problems of their learners as a serious problem (Department of Education and Science and the Welsh Office, 1999:57). In their survey of teachers’ perceptions, the Commission found that one in six secondary and one in ten primary schools teachers thought that the disciplinary problems in their schools were “serious” (Department of Education and Science and the Welsh Office, 1999:62). In a recent survey in the United Kingdom it was established that 50% of primary school teachers and 50% of secondary school teachers spend extraordinary amounts of time controlling learners (Fields, 2000:84).

In spite of encouraging signs of a decrease in incidents of misconduct (Hyman & Snook, 2000:449), both the Gallup and the Langdon surveys indicate that the lack of discipline in schools in the United States of America constitutes a major problem, according to the teachers as well as the broader community (Fields, 2000:76). The country-wide Langdon-poll, for example, reported that 58% of the teachers’ classes are regularly disrupted by misconduct (Fields, 2000:80).


1.2 Statement of the Problem

Recent research has pointed to the important value of teacher interventions in the deterrence of student misconduct, with special reference to teacher interventions that are caring interventions (Astor, et.al 1999:26) yet, there is little information available, beyond these results, on the connection between teachers’ efficacy and its effect on learner behaviour.

Learner misconduct is an increasing concern in South African schools (Botha 1995:86; Burnett 1998:789; Straker 1996:62; Van Eeden 1996:11). South Africa has undergone a dramatic transformation over the last 25 years. As a result, its society faces multiple challenges impacting on the education of its young people (Botha1995:88). The problems seem to be experienced most severely in Black schools and in townships. Therefore this study seeks to examine the strategies adopted by teachers in managing pupils misconduct.


1.3 Objectives of the Study

The main objective of the study is to examine the strategies adopted by teachers in managing pupils misconduct.

The specific objectives include:

  1. Determine the prevalence of behavioral misconduct among primary school pupils.
  2. Ascertain the forms of behavioral misconduct exhibited among primary school pupils.
  3. Find out the strategies adopted by teachers in managing pupils misconduct.
  4. Ascertain whether the strategies adopted by teachers for the management of pupils misconduct behaviour are effective.

1.4 Research Questions

The study will be guided by the following questions;

  1. What is the prevalence of behavioral misconduct among primary school pupils?
  2. What are the forms of behavioral misconduct exhibited among primary school pupils?
  3. What are the strategies adopted by teachers in managing pupils misconduct?
  4. Are the strategies adopted by teachers for the management of pupils misconduct behaviour effective?

1.5 Research Hypothesis

  • Ho: The strategies adopted by teachers for the management of pupils misconduct behaviour is not effective.
  • Ha: The strategies adopted by teachers for the management of pupils misconduct behaviour is effective.

1.6 Significance of the Study

This study will be of great importance to this teachers, headteachers and school proprietor in the management of of pupils misconduct. Also the study will contribute immensely to the education policy makers on the right strategies to be adopted in order manage pupils misconduct effectively.


1.7 Scope of Study

This study is structured to focus on strategies adopted by teachers in managing pupils misconduct. The study will also determine the prevalence of behavioral misconduct among primary school pupils, ascertain the forms of behavioral misconduct exhibited among primary school pupils and find out the strategies adopted by teachers in managing pupils misconduct. Hence the study will be delimited to Owerri Metropolis.


1.8 Limitation of the Study

Financial constraint

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.


1.9 Definition of Terms

Misconduct:

The Oxford Dictionary defines misconduct as a behaviour that is opposed or contrary to normal social instincts or practices (The Oxford Dictionary1999:48).


1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on strategies adopted by teachers in managing pupils misconduct using some selected primary schools in Owerri Metropolis as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the strategies adopted by teachers in managing pupils misconduct using some selected primary schools in Owerri Metropolis as a case study. The study is was specifically carried out to determine the prevalence of behavioral misconduct among primary school pupils, ascertain the forms of behavioral misconduct exhibited among primary school pupils, find out the strategies adopted by teachers in managing pupils misconduct and ascertain whether the strategies adopted by teachers for the management of pupils misconduct behaviour are effective.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 35 responses were validated from the enrolled participants where all respondent were teachers of some selected primary schools in Owerri Metropolis.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. The prevalence of behavioral misconduct among primary school pupils is high.
  2. The forms of behavioral misconduct exhibited among primary school pupils includes: noise making, aggression, stealing, lying and bullying.
  3. The strategies adopted by teachers in managing pupils misconduct includes: reinforcement, parent attention and disciplinary measures.
  4. The strategies adopted by teachers for the management of pupils misconduct behaviour are effective.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. School Management Team must make sure that a healthy relationship exists between educators and learners, and that educators guide learners with their behaviours in the classroom.
  2. Educators should encourage parents to participate fully in the program of managing learner misconduct. Educators should therefore be aboveboard with parents, even if they have to say things parents may not want to hear.
  3. Parents must be involved in the education of their children so that there may be a long- lasting relationship between the school and the parents.

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