Abstract:
The study investigated teacher techniques in the management of disruptive behaviors
of pupils in the Sagnarigu Municipality. It investigated the disruptive behaviors of
pupils, the forms of disruptive behavior and its associated effect. The study employed
the mixed methods approach with explanatory sequential as the research design for
the study. Census sampling techniques as well as convenient sampling were the main
sampling techniques that was used to select 117 respondents for this study. The data
collection instruments used were questionnaire and interview. Descriptive statistics
were used to analysed the quantitative data whiles data from the interview were
analysed thematically. The study revealed that lack of parental support and
cooperation, home and cultural factors, limited legal provisions for child protection at
local level and teacher competences where key challenges in managing disruptive
behavior of pupils. Also, the findings revealed that, most teachers at the kindergarten
early childhood centres were not trained to handle and manage disruptive behaviors of
learners in their classroom settings. Effective classroom management, especially
controlling disruptive behavior was essential factor in optimizing learning. The study
recommended capacity building for teachers and innovation from the school in
handling pupil isolation (sacking) which was a major disruptive behavior of pupils.
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Education
(Early Childhood Education)
in University of Education Winneba
