The Relationship between pre-School Teachers Attitudes Beliefs, Expectations, Experiences, and the Strategies they employ to Manage children’s problem Behaviors in Reference to Cherry Orchard Academy
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Date
2014-10
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Addis Ababa University
Abstract
The major intent of this study was to investigate pre-school teacher’s attitudes,
expectation, experiences; and the strategies they employ to manage children’s
problem behaviors. Problem behavior in school is a worldwide problem that can
have negative consequences for the general school climate. This problem
behavior does not only negatively impact upon their own developmental
outcomes, but can also have negative consequences for the teacher. These
consequences lead to an inability of teacher to manage behavior problems in the
classroom, which is rated the most serious problem facing teachers and quality
of teacher’s interactions with the students is increasingly acknowledged as a
major importance for student’s success in school. This study was conducted in
cherry Orchard Academy which is found in KolfeKeranio sub-city, Addis Ababa.
The study employed qualitative case study design, three children with problem
behavior, their homeroom teachers and parents’ of children with problem
behavior, were purposely selected using critical case sampling method consisting
of three months of observations of students’ behavior inside the classroom
setting and interviews with teachers and focus group discussion were used to
collect data from parents’ of children with problem behavior. In addition to this,
in quantitative study, the questionnaire was administered to all seventeen
teachers in the school to investigate the researcher questions. The result
indicated that when problem behavior appeared in the classroom, the teacher
feeling of frustrations, negative attitudes and assumption towards their student
emerged
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Keywords
The Relationship between pre-School Teachers