Understanding the causes and management of problem behaviour in Zimbabwean schools: teacher perceptions |
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| Authors: | Morgan Chitiyo George Chitiyo Jonathan Chitiyo Victoria Oyedele Richard Makoni Davidson Fonnah |
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| Institution: | 1. Department of Counseling, Psychology, and Special Education, Duquesne University, 600 Forbes Avenue, 103C Canevin Hall, Pittsburgh, PA 15282, USAchitiyom@duq.edu;3. Department of Curriculum &4. Instruction, Tennessee Technological University, Cookeville, TN, USA;5. Department of Educational Psychology &6. Special Education, Southern Illinois University Carbondale, Carbondale, IL, USA;7. Faculty of Education, Africa University, Mutare, Zimbabwe |
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| Abstract: | Problem behaviour continues to present a challenge for school-teachers worldwide. Since school-teachers around the globe have different conceptualisations of what constitutes problem behaviour, the purpose of this study was to examine the perceptions of Zimbabwean school-teachers about their perceived causes of problem behaviour among students in school, and how they usually deal with the problem behaviours. A Problem Behaviour Survey developed specifically for this study was administered to a convenience sample of 62 teachers enrolled in a part-time postgraduate diploma at a local university in Zimbabwe. Participants identified bullying, fighting, violence, fighting, truancy, drug/alcohol abuse and sexual immorality as the most prevalent problem behaviours in their schools. Results of this study also demonstrated that few teachers thought that physical punishment was an effective way to manage problem behaviour and that school-teachers should be allowed to use it. These findings were important in helping school-teachers and administrators to develop a better understanding of problem behaviour in their schools as a pre-requisite to the development of more effective behaviour management practices. |
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| Keywords: | disability discipline positive behaviour support problem behaviour special educational needs Zimbabwe |
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