Abstract:
The purpose of the study was to explore children’s problem behaviour and classroom
management strategies in selected schools of the Effutu Municipality. The study looked
at the types and factors that are responsible of children’s problem behaviour, the effect
of problem behaviour and the management strategies adopted. The study adopted the
explanatory sequential mixed method design. Data was gathered through a semistructured
interview guide and questionnaire. The stratified random sampling technique
was used to aid in the selection of 15 schools. Simple random sampling was used to
select 45 respondents from each school to respond to the questionnaire. Purposive
sampling was used to sample 15 participants for the qualitative phase of the data
collection. Quantitative data was analysed using frequencies and percentages.
Qualitative data was analysed thematically using Atlas.ti software. It emerged from the
findings that the predominant type of children’s problem behaviour were related to
aggression, non-compliance, hyperactivity, destructiveness, refusal to take instruction,
intentional destruction of property, among others. The study recommended that Effutu
Metropolitan Assembly, Winneba Educational Directorate and the headteachers from
the selected schools for the study should organize programmes in collaboration with
the early childhood unit on how to cope, prevent and deal with problem behaviour to
ease the burden of parents and teachers
Description:
A THESIS IN THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION,
FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE
MASTER OF PHILOSOPHY (EARLY CHILDHOOD EDUCATION) DEGREE