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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Addis Ababa University


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



The Relationship between pre-School Teachers