Children’s problem behaviour and classroom management strategies in early childhood centres of the Effutu municipality

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