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 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
Background to the Study 1
Statement of the Problem 5
Purpose of the Study 6
General Questions 8
Research Questions 9
Research Hypotheses 10
Scope of the Study 12
Significance of the Study 12
Definition of Terms and Variables 13
CHAPTER TWO: REVIEW OF THE RELATED
LITERATURE
Introduction 15
Concept of Behavioural Problems 15
An Ideal Teacher 17
Teachers Behavioural Problem 24
Effect of Teachers Behavioral problems on Students in School 30
Appraisal of the Related Literature 32
CHAPTER THREE: RESEARCH METHODOLOGY
Introduction 34
Research Design 34
Population 35
Sample and Sampling Techniques 35
Instrumentation 36
Validity of the Instrument 36
Reliability of the Instrument 37
Procedure for Data Collection 38
Method of Data Analysis 38
CHAPTER FOUR: RESULTS AND DISCUSSION
Results 39
Discussion of Results 51
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Introduction 54
Summary 54
Conclusions 58
Implication of the Study 57
Recommendations 58
Limitation of the Study 60
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
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.
