TEACHER EFFECTIVE IN THE SELECTION OF STRATEGIES FOR TREATING BEHAVIOURAL PROBLEMS

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dc.contributor.authorCHUKUMA, GODDY
dc.date.accessioned2014-03-21T09:00:45Z
dc.date.available2014-03-21T09:00:45Z
dc.date.issued2000-12
dc.descriptionA THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY).en_US
dc.description.abstractThe study concerns teachers' effectiveness in the selection of strategies for treating behavioural problems of secondary school students in Kaduna metropolis. Specifically, the study set out to: (a) Identify strategies that enhanced teachers' effectiveness in treating behavioural problems; (b) To find out the effectiveness of the strategies of the two groups of private and public school teachers for behavioural changes in students; and (c) To determine the most suitable strategies for use by teachers in treating behavioural problems. To guide the study, three null hypotheses were tested, thus: (a) There are no significant differences between the Private and Public school teachers in the meanresponses to their perception of their effectiveness in treating behavioural problems with respect to the use of: (i) Communication (ii) Corporal punishment (iii) Suspension from class room (iv) Punishment (extra class exercise/manual labour) (v) Help seeking and (vi) Behaviour Modification Technique; (b) Private and Public school teachers will not differ significantly in their perception of their effectiveness in the use of strategies for treating behavioural problems; and (c) Private and Public School teachers will not differ significantly in their rating of the most suitable strategies for treating behavioural problems. The survey method was adopted. Two hundrend and eighty five randomly selected teachers from a population of 1088 participated in the study. The teachers were made up of 11 3 from private and 1 72 from public schools. Male teachers constitute 162; while the female teachers were 122. The sex of a teacher was not indicated. The instrument for data collection, was the Treatment for Behavioural Problem Inventory (T.B.P.I) built on a Likert-type five point scale. The instrument has eight sections: Personal data, communication, corporal punishment, suspension from classroom, punishment (extra class exercise and manual labour), help seeking, Behaviour Modification Technique and rating of most suitable strategies. It was a 56 item instrument which has value of 0.94. A two tailed t test statistical analysis was used to test for significance on the variables in the instrument. Also, the Pearson Product Moment Correlation Coefficient was used to determine the reliability of the instrument. While the Mann - Whitney U test was used to test for significance on the most suitable strategies for treating behavioural problems. From hypothesis 1, except on Behaviour Modification Technique, results show that there are no significant differences in the mean of the two groups of teachers on the use of communication, corporal punishment, suspension from classroom, punishment (extra class exercise and manual labour) and help seeking as strategies for treating behavioural problems (P>0.05). On the second hypothesis, result shows that there is no significant difference in the mean of the two groups. While on hypothesis 3, result also shows that there is no significant difference in the rating of the strategies in terms of their suitability in treating behavioural problems. Results also show that communication, Behaviour Modification Technique and help-seeking in the order of importance enhance teachers in treating behavioural problems and they are the most suitable strategies; while corporal punishment, suspension from classroom and punishment (extra class exercise and manual labour) do not. Apart from this, it was found that teachers in private schools were more likely to use these strategies that enhance teachers' treatment of behavioural problems than those in public schools. It was recommended that teachers especially those in public schools, should use those strategies found to be suitable and that enhance their treatment of behavioural problems.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4114
dc.language.isoenen_US
dc.subjectTEACHER,en_US
dc.subjectEFFECTIVENESS,en_US
dc.subjectSELECTION,en_US
dc.subjectSTRATEGIES,en_US
dc.subjectTREATING,en_US
dc.subjectBEHAVIOURAL,en_US
dc.subjectPROBLEMSen_US
dc.titleTEACHER EFFECTIVE IN THE SELECTION OF STRATEGIES FOR TREATING BEHAVIOURAL PROBLEMSen_US
dc.typeThesisen_US
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