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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TITLE PAGE
A SURVEY OF CAUSES AND MANAGEMENT OF TEACHER’S BEHAVIOUR PROBLEMS AMONG HEAD TEACHERS IN PRIMARY SCHOOLS IN ILORIN WEST L.G.A
BY
---
EE/H2013/01430
DEPARTMENT OF ----
SCHOOL OF ---
INSTITUTE OF ---
DECEMBER,2018
APPROVAL PAGE
This is to certify that the research work, "a survey of causes and management of teacher’s behaviour problems among head teachers in primary schools in ilorin west l.g.a" by ---, Reg. No. EE/H2007/01430 submitted in partial fulfillment of the requirement award of a Higher National Diploma on --- has been approved.
By
--- . ---
Supervisor Head of Department.
Signature………………. Signature……………….
……………………………….
---
External Invigilator
DEDICATION
This project is dedicated to Almighty God for his protection, kindness, strength over my life throughout the period and also to my --- for his financial support and moral care towards me.Also to my mentor --- for her academic advice she often gives to me. May Almighty God shield them from the peril of this world and bless their entire endeavour Amen.
ACKNOWLEDGEMENT
The successful completion of this project work could not have been a reality without the encouragement of my --- and other people. My immensely appreciation goes to my humble and able supervisor mr. --- for his kindness in supervising this project.
My warmest gratitude goes to my parents for their moral, spiritual and financial support throughout my study in this institution.
My appreciation goes to some of my lecturers among whom are Mr. ---, and Dr. ---. I also recognize the support of some of the staff of --- among whom are: The General Manager, Deputy General manager, the internal Auditor Mr. --- and the ---. Finally, my appreciation goes to my elder sister ---, my lovely friends mercy ---, ---, --- and many others who were quite helpful.
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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 i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES ix
CHAPTER ONE: INTRODUCTION
1.0 Background to the Study 1
1.1 Statement of the Problem 5
1.2 Purpose of the Study 6
1.2.1 General Questions 8
1.2.2 Research Questions 9
1.3 Research Hypotheses 10
1.4 Scope of the Study 12
1.5 Significance of the Study 12
1.6 Definition of Terms and Variables 13
CHAPTER TWO: REVIEW OF THE RELATED
LITERATURE
2.0 Introduction 15
2.1 Concept of Behavioural Problems 15
2.2 An Ideal Teacher 17
2.3 Teachers Behavioural Problem 24
2.4 Effect of Teachers Behavioral problems on Students
in School 30
2.5 Appraisal of the Related Literature 32
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction 34
3.1 Research Design 34
3.2 Population 35
3.3 Sample and Sampling Techniques 35
3.4 Instrumentation 36
3.5 Validity of the Instrument 36
3.6 Reliability of the Instrument 37
3.7 Procedure for Data Collection 38
3.8 Method of Data Analysis 38
CHAPTER FOUR: RESULTS AND DISCUSSION
4.0 Results 39
4.1 Discussion of Results 51
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.0 Introduction 54
5.1 Summary 54
5.2 Conclusions 58
5.3 Implication of the Study 57
5.4 Recommendations 58
5.5 Limitation of the Study 60
5.6 Suggestion for Further Studies 61
REFERENCES 62
APPENDIX 66
LIST OF TABLES
Table 1: Analysis of Headmasters’ factor as a cause
of teachers’ behaviours problems in
schools 40
Table 2: Analysis of the parental factors as a cause
of teachers’ behavioural problems in
school 42
Table 3: Analysis of government factor as a cause
of teachers’ behavioural problem in school 44
Table 4: Analysis of preventive measure to manage
teachers’ behavioural problems in schools 46
Table 5: Analysis of arrestive measures to
manage teachers’ behavioural problems
in schools 48
Table 6: Analysis of settlement/resolutive
measures to manage teachers’
behavioural problem in school 50
CHAPTER ONE
INTRODUCTION
1.0 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.
1.1 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.
1.2 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:
- Examine the causes of behavioural problems in selected primary schools in Ilorin West Local Government Area of Kwara State.
- 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.
- 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.
- 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.
1.3 General Questions
- What is the Headmaster factor influence teachers willingness to exhibit behavioural problems in primary schools in Ilorin West Local Government Area?
- Do parental factors influence teachers’ willingness to exhibit behavioural problems in primary schools in Ilorin West Local Government Area?
- What are the Headmasters’ arrestive measures to manage teacher behavioural problems?
- What are the roles of Headmasters’ in managing teachers’ behaviours problem in primary school in Oyun Local Government Area?
- What are the Headmasters’ settlement/resolution measures to manage teachers’ behavioural problems?
1.4 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?
1.5 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.
1.6 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.
1.7 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.
1.8 PROJECT ORGANISATION
The article is divided into five sections including this introduction. Section 2 is on the literature review and method of data collection are in Section 3. Results of findings are discussed in Section 4. The way forward is and conclusion in Section 5.
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