A Survey Of Causes And Management Of Teacher’s Behaviour Problems Among Headteachers
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 implementation 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 in 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 offences frequently reported in
the country's 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 whether the present deterioration in the standard of behaviour of teachers
if not checked will lead 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 is most often used in the context of altering the
propensity for action e.g. an aggressive trait can lead to aggressive
behaviour.
Also, the behaviour could simply refer to the actions or reactions of an
object or organism, usually in relation to 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 office 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, fraud
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, insubordination strikes e.t.c.
Since then there had been a 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 charge 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 groomed to be disciplined citizens. In most Nigeria Educational
institutions particularly primary schools where teachers are adults,
behavioural problems are so rampant; that education has 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 hand.
In order to correct the situation in our schools, our educational system
must be well designed so as to instil 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 the primary institutions in Nigeria,
especially after the independence. The trend continues to escalate annually.
This study is to investigate the causes of behavioural problems in some
selected schools in the Ilorin West Local Government Area of Kwara State.
In fact, 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 themselves among primary school teachers. Thus the study aims
to:
(i)
Examine the causes of behavioural problems in selected primary schools in
Ilorin West Local Government Area of Kwara State.
(ii)
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.
(iii)
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.
(iv)
Providing adequate solutions to such problems, if and when they exist will
enhance effective teaching and learning in school which will make the teachers
use for themselves and the society at large.
General Questions
1.
What is the Headmaster factor influences 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 schools in the 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 the Headmaster factor
influencing teachers' willingness to exhibit behavioural problems in primary
schools in Ilorin West Local Government Area?
2. Is there any significant relationship between parental factors
influencing teachers’ willingness to exhibit behavioural problems in primary
schools in Ilorin West Local
Government Area?
3. Is there any significant relationship between government factors
influencing teachers’ willingness to exhibit behavioural problems in primary
schools in Ilorin West Local Government Area?
4. Is there any significant relationship between the roles of Headmasters in
managing teachers’ behaviours problem in primary schools 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 the Headmaster factors
influencing teachers' willingness to exhibit behavioural problems in primary
schools in Ilorin West Local Government Area.
2. There is no significant relationship between parental factors influencing
teachers’ willingness to exhibit behavioural problems in primary schools in
Ilorin West Local Government Area.
3. There is no significant relationship between government factors
influencing teachers’ willingness to exhibit behavioural problems in primary
schools in Ilorin West Local Government Area.
4. There is no significant relationship between the roles of Headmasters in
managing teachers’ behaviours problem in primary schools 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 has been disturbing and
eaten up the very root of our society.
In the past, many people through 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 problems 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 difficult to give
a clear definition which is universally acceptable but an attempt will be made
on the words 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 of refusal or failure
to obey orders or school rules and regulations.
Causes: That is a stimulus to or responsibility for 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, and
overlook the faults.
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.
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 such indiscipline
behaviours and made recommendations for their management. The necessary data
for the research study were collected through the use of a 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, and
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
emphasise more indiscipline behaviours in the schools.
EDITOR SOURCE: A
Survey Of Causes And Management Of Teacher’s Behaviour Problems Among
Headteachers In Primary Schools In Ilorin West L.G.A
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