Teacher techniques in managing pupils’ disruptive behaviour at kindergarten centres within the Sagnarigu schools in the Northern Region of Ghana.

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.