A Survey Of Causes And Management Of Teacher’s Behaviour Problems Among Head Teachers In Primary Schools In Ilorin West L.G.A

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A Survey Of Causes And Management Of Teacher’s Behaviour Problems Among Head Teachers In Primary Schools In Ilorin West L.G.A


Abstract


This research study attempted to identify ways in which behavioural problems manifest themselves among head teachers in primary schools in Ilorin West Local Government Area of Kwara State.

It also attempted to find the causes and management or control of such indiscipline behaviours and made recommendations for their management. The necessary data for the research study were collected through the use of questionnaire. One hundred teachers were randomly selected for the study. Chi-square statistical procedure was used to analyse the data.

The result showed that the teachers surveyed shared the same view with regards to age, sex and home background as responsible for behavioural problems. Respondents also shared the same opinion with regard to the various ways or methods that can be used to control or manage indiscipline, behaviours in primary schools. On the basis of the findings recommendations were made that guidance and counselling services should be organized, seminars and conferences to emphasized more on indiscipline behaviours in the schools.


Table of Contents


  • Title Page
  • Certification
  • Dedication
  • Acknowledgements
  • Abstract
  • Table of Contents
  • List of Tables

Chapter One:

Introduction

  • Background to the Study
  • Statement of the Problem
  • Purpose of the Study
  • General Questions
  • Research Questions
  • Research Hypotheses
  • Scope of the Study
  • Significance of the Study
  • Definition of Terms and Variables

Chapter Two:

Review of the Related Literature

  • Introduction
  • Concept of Behavioural Problems
  • An Ideal Teacher
  • Teachers Behavioural Problem
  • Effect of Teachers Behavioral problems on Students in School
  • Appraisal of the Related Literature

Chapter Three:

Research Methodology

  • Introduction
  • Research Design
  • Population
  • Sample and Sampling Techniques
  • Instrumentation
  • Validity of the Instrument
  • Reliability of the Instrument
  • Procedure for Data Collection
  • Method of Data Analysis

Chapter Four:

Results and Discussion

  • Results
  • Discussion of Results

Chapter Five:

Summary, Conclusion and Recommendations

  • Introduction
  • Summary
  • Conclusions
  • Implication of the Study
  • Recommendations
  • Limitation of the Study
  • Suggestion for Further Studies
  • References
  • Appendix

List of Tables


  • Table 1: Analysis of Headmasters’ factor as a cause of teachers’ behaviours problems in schools
  • Table 2: Analysis of the parental factors as a cause of teachers’ behavioural problems in school
  • Table 3: Analysis of government factor as a cause of teachers’ behavioural problem in school
  • Table 4: Analysis of preventive measure to manage teachers’ behavioural problems in schools
  • Table 5: Analysis of arrestive measures to manage teachers’ behavioural problems in schools
  • Table 6: Analysis of settlement/resolutive measures to manage teachers’ behavioural problem in school 5

Chapter One


Introduction

Background to the Study

Cases of violence and behavioural problems in primary schools in Nigeria have attracted much concern from the government, institutional functionaries and academic fellows in recent years. Despite the implementations of the many suggested solutions given by researchers, these problems are still on the increase in our primary schools.
This study is an attempt to find out some of these behavioural problems and their causes. It has been suggested by parents and educational administrators that the school today is a less disciplined community than the olden days. The impression which has been created is that the teachers today commit more offences than their counterparts did in past years.

The number, variety and magnitude of school offenses frequently reported in the country news media are such that are very serious enough to cause some concern for people who are involved in the school administration. The question is that the present deterioration in the standard of behaviour of teachers if not checked will lead the society and the future generation to disaster.

In the words of Professor Aminu Jubril (1988), behaviour can be described as any action resulting from the expression of a particular trait. Behaviour can describe any action and it most often used in the context of altering the propensity for an action e.g. an aggressive trait can lead to aggressive behaviour.

Also behaviour could simply refer to the actions or reactions of object or organism, usually in relations of the environment. Behaviour can be conscious or unconscious, overt or covert and voluntary or involuntary. During the launching of the War Against Indiscipline behaviour at Cocoa Board Ibadan, (1984) Chief J.A. Akinsipe the Company’s General Manager listed the following as acts of indiscipline behaviour: lateness, use of official hours for private business, malingering delay in taking actions, taking actions out of malice, wasting the smallest material in the office, dereliction of duty, pleading sectional prejudice in order to avoid disciplinary action, covering staff who indulge in acts of indiscipline because of family, social other connections (Daily Sketch Tuesday October 16th 1984).
Obadanjo (1987) while presenting an introductory paper on principals’ conference workshop on school behaviour referred to examination leakage, frauds and unscrupulousness on the part of teachers as acts of indiscipline. In addition to the General’s list, the headmaster listed the following offences among the common ones committed by teachers which include leaving the school compound without permission, unpunctuality, and insubordination strikes e.t.c.

Since then there had been series of workshops and conferences and government actions to fight against this cankerworm eating deep into the nation. In 1988, the out stated Second Republic Government recognized the gravity of behavioural problems in schools among teachers throughout the whole country that a whole ministry was made to take change of the responsibility of solving these great problems of the nation.

Also, the Daily Sketch of November 19th, 1985 published the comment of the Minister of Education Professor Aminu Jubril about behaviour in our school’s system. He said among other things that there was an urgent need to ensure that teachers are groom to be disciplined citizen. In most Nigeria Educational institutions particularly primary schools where teachers are adult, behavioural problems are so rampant; the educations have been promoted to seek ways of controlling them or eliminating them entirely. Educators should not, therefore wait for such a time when these problems will multiply but act before behavioural problems get out of hands.
In order to correct the situation in our schools, our educational system must be well designed so as to instill in our teachers the need to be behavioural conscious, to restrain from evil things to have respect for schools authorities. Any society, which is not disciplined, cannot progress, so also a school that lacks discipline is bound to fail. This is because discipline helps to create orderliness which in turn gives room for effective teaching and learning.


Statement of the Problem

There have been cases of unrest in primary institution in Nigeria especially after the independence. The trend continues to escalate annually. This study is to investigate the cases of behavioural problems in some selected schools in Ilorin West Local Government Area of Kwara State.

Infact school administrators have tried to eradicate these problems but with little or no success. And the objective of education cannot be achieved in an indiscipline atmosphere. It is pertinent that behaviour is essentially ensured for effective learning.

This study therefore aimed at investigating the causes of behavioural problems and ways of managing the behaviour.


Purpose of the Study

This study sought to ascertain the various ways in which behavioural problems manifest itself among primary schools teachers.

Thus the study aims to:

  1. Examine the causes of behavioural problems in selected primary schools in Ilorin West Local Government Area of Kwara State.
  2. Recommend some ways in which these problems can be completely eradicated so as to pave way for the smooth running of schools and to achieve high academic performance as well.
  3. It is equally important to mention that the identification of such problems in primary school and the suggestions for their possible eradication may assist the schools to give urgent and quick solutions to such problems when they occur.
  4. Provide adequate solutions to such problems, if and when they exist will enhance effective teaching and learning in school which will make the teachers useful for themselves and the society at large.

General Questions

  1. What is the Headmaster factor influence teachers willingness to exhibit behavioural problems in primary schools in Ilorin West Local Government Area?
  2. Do parental factors influence teachers’ willingness to exhibit behavioural problems in primary schools in Ilorin West Local Government Area?
  3. What are the Headmasters’ arrestive measures to manage teacher behavioural problems?
  4. What are the roles of Headmasters’ in managing teachers’ behaviours problem in primary school in Oyun Local Government Area?
  5. What are the Headmasters’ settlement/resolution measures to manage teachers’ behavioural problems?

Research Questions

The following research questions: guided the study: –

  1. Is there any significant relationship between Headmaster factor influence teachers willingness to exhibit behavioural problems in primary schools in Ilorin West Local Government Area?
  2. Is there any significant relationship between parental factors influence teachers’ willingness to exhibit behavioural problems in primary schools in Ilorin West Local Government Area?
  3. Is there any significant relationship between government factors influence teachers’ willingness to exhibit behavioral problems in primary schools in Ilorin West Local Government Area?
  4. Is there any significant relationship between roles of Headmasters’ in managing teachers’ behaviours problem in primary school in Ilorin West Local Government Area?
  5. Is there any significant relationship between Headmasters’ arrestive measures to manage teacher behavioural problems?
  6. Is there any significant relationship between Headmasters’ settlement/resolution measures to manage teachers’ behavioural problems?

Research Hypotheses

For the purpose of this study, the following null research hypotheses are formulated:

  1. There is no significant relationship between Headmaster factor influence teachers willingness to exhibit behavioural problems in primary schools in Ilorin West Local Government Area.
  2. There is no significant relationship between parental factors influence teachers’ willingness to exhibit behavioural problems in primary schools in Ilorin West Local Government Area.
  3. There is no significant relationship between government factors influence teachers’ willingness to exhibit behavioral problems in primary schools in Ilorin West Local Government Area.
  4. There is no significant relationship between roles of Headmasters’ in managing teachers’ behaviours problem in primary school in Ilorin West Local Government Area.
  5. There is no significant relationship between Headmasters’ arrestive measures to manage teacher behavioural problems.
  6. There is no significant relationship between Headmasters’ settlement/resolution measures to manage teachers’ behavioural problems.

Significance of the Study

The significance of this study is that it will give an insight into the factors that may be responsible for behavioural problems among teachers in primary schools. The importance of this study also lies in the fact that it will throw more light on this “ancient problem” that have been disturbing and eaten up the very root of our society.
In the past many people through that behavioural problems were limited to just the students, principals and the Ministry of Education alone. Thus research however recognizes the fact that teachers also play some vital roles in either controlling or breeding behavioural problems in schools. This study will help in reducing cases of behavioural problem in primary schools.


Operational Definition of Terms

In order to minimize ambiguity in this study, it is necessary to define the operative words used therein. The writer is aware that it is difficulty to give a clear definition which is universally acceptable but an attempt will be made on the words as used in this research work.

The definitions are thus only aimed at helping the reader to follow the thought of the writer.

Truancy:

This is perpetual absenteeism from school or failure to come to school regularly.

Disobedience:

This refers to all acts refusal or failure to obey orders or school rules and regulation.

Causes:

That which is stimulus to or responsible of the exhibited behaviour.

Teacher(s):

A person who has completed a professional curriculum in an educational institution and whose training has been officially recognized by the award of an appropriate teaching certificate.

Malingering:

Pretend to be ill in order to escape duty or work.

Dereliction:

Neglect of duty.

Indulge:

Gratify, give way to and satisfy desires, overlook the faults of.

Behavioural Problems:

Undesirable acts exhibited by teachers in school such as lateness, truancy, strike etc.

Factor:

Refers to those things that are causative.

Problems:

Question to be solved or decided.

Behaviour:

Ways of conduct or manners (good or bad) or treatment shown towards others.


Chapter Five


Summary, Conclusion and Recommendation

Introduction

The chapter presents summary of the major findings, conclusion and recommendations.


Summary

Based on the data collected, the percentage of counts for end items revealed the source and how teachers’ behavioural problems are managed and as follows;

  1. Principals failure to adopt approximate styles to constrain or facilitates activities of teachers, with inability to provide needed materials and ambiguity roles set before teachers do result into teachers non-challant attitude that are inimical to teachers work.
  2. Parent influence that often demoralize teachers and make them engage an “no – care” attitudes lead in teachers misbehavioural consequently, teachers are observed to refuse to help students if there is need. This is contrary to teachers’ ethic of work.
  3. Government insensibility to teachers’ plight observed in non-implementation policy towards improve teachers welfare and learning have unfavourable consequence as teachers often exhibit indiscipline, which can be seen to emanated from such lapses.
  4. Principals adopted casino approaches to manage teachers’ misbehaviour in school. These measures are form of preventive, arrestive and resolutive measures. Principal conduct seminars and workshop and remind teacher of good conduct. Willingness to report a case of teacher misbehaviour to appropriate authority does arrest behavioural problems of teachers. Preventive and arrestive measure mentioned above may not solve all teachers’ behavioural problems. Thus, quick intervention has also helped either.

Conclusion

The study was conducted on sources and management of teachers’ behavioural problems in secondary schools in Ibadan metropolis. The outcome of this study supported some previous studies and literatures. Specifically, this study came-up with principal, parent and government’s identifiable factors that contributed to teachers behavioural problems. According to Ferrant (1982), good and bad behaviours do not come naturally. The belief then is that they are learnt by imitation. Teachers behavioural problems are as a result of failure to adopt appropriate style(s) to constrains or facilitates activities of teachers activities, ambiguity roles, no-care attitude, non-payment of salary had its ugly head on teacher plight.

Thus, teachers’ bad behaviour is envisaged. In this study, therefore, several devices of controlling teacher behaviour of problems include preventive, arrestive and resolutive measures such as conduction of seminars and workshops, quick intervention and school mangers exercising authority appropriately when there is need to do so Adeyemo (1999) observed that the extent to which the school manager is able to control his staff determine to a large extent, the degree of efficiency and productivity of the staff in school.


Implications of the Study

The study revealed to find the dacuses and management or control of such indiscipline behaviours and made recommendations for their management. The necessary data for the research study were collected through the use of questionnaire.

It is also clear that there is no enough of teaching materials in the schools and the school libraries are not well equipped, the school libraries are not well equipped, the little available textbooks are stocked in head teachers’ office which render such books useless. It could be noted from the study that there is no job security for teachers many teachers retired without giving them their gratitude or pension money in time which make people in the society to have negative perception towards teaching profession.


Recommendation

Findings of the research revealed that certain behaviour exhibited by principal, parent and government are inimical to teachers. Therefore, they imitate bad behaviours. There is need for collective efforts to ameliorate the problems.
In the first instance, principals promise of regular exposure of teachers to seminar and workshop where new innovations in the teaching profession are learnt and will continue to correct inadequacy of teachers about their roles and various lessons taught in school.

In addition to the above, the need for better teaching materials becomes more pressing issue because it is a very important component of a lesson delivery. Thus, discussion should be organized for teachers on technique, methods to produce and use a particular instructional material. This would ensure full participation of teachers. Consequently, debar teachers from engaging in behavioural that are inimical to primary assignment of teaching.
However, it is invariably clear that people take teaching with various reasons. Therefore, for whatever reasons, the need for adequate motivation will help to keeping teacher on the job and also recognized profession norms of his job to accept teaching culture. This is done by paying teacher’s salary on time and when due so that teachers can be faithful and dedicated to serve the school.

Lastly, the principals model for guiding teachers behaviours that connotes the use of measure like preventive, arrestive and resolutive designed to effectively managed the indiscipline act of teachers behaviour if meaningfully follow. Positive behaviours that can enable school operate effectively and can prevent teachers’ temptation to participate in activities that inimical to effective teaching and learning in school.


Limitation of the Study

The research work will be limited to sixteen primary schools in Ilorin West Local Government Area of Kwara State. It will only investigate the causes and management of behavioural problems in the schools within Ilorin West Local Government Area.


Suggestion for the Further Studies

This study examines the teachers’ Behaviour problems among head teachers in primary school further studies could focus on:

  1. The same topic but to be carried out in Another Local Government of the same State or other State.
  2. Roles of teachers in the effective performance in schools.
  3. Relationship between management of headteachers and teachers performance in the teaching in primary schools.

A Survey Of Causes And Management Of Teacher’s Behaviour Problems Among Head Teachers In Primary Schools In Ilorin West L.G.A


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A Survey Of Causes And Management Of Teacher’s Behaviour Problems Among Head Teachers In Primary Schools In Ilorin West L.G.A


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