Teachers’ Perceptions about Behavioral Problems, their Attitudes towards Students with Behavioral Problems and Techniques they Employ in Managing Behavioral Problems: The Case of Primary Schools in Addis Ababa

Abstract

: Educating all learners, irrespective of their abilities and disabilities, and
empowering schools of inclusive are the current philosophy of education. It is
common to see students with emotional and behavioral disorders (EBDs) in schools
today. Educating students to their unique needs and abilities is challenging for
most schools. It is believed that appropriate education significantly improves the
academic and social functioning of students with EBDs. But in view of teachers’
training in Ethiopia, which until recently, characterized by no course on Special
Needs Education, it is difficult to say that teachers handle properly students with
EBDs. The study, thus, examines teachers’ attitudes toward and their perceptions
about the magnitude of student behavioral problems. It also examines the desirable
techniques teachers employ to handle the students. A 56-item rating scale was
administered to 806 teachers who were selected using a multi-stage cluster
sampling technique from 20 primary schools in Addis Ababa. The results indicate
that, though teachers’ perception of the magnitude of behavioral problem is not
optimum, it is found to be more or less realistic. The study also shows that the
attitude of most teachers towards students with behavioral problem is
predominantly positive though it needs improvement. The study further reveals that
most teachers use acceptable/desirable techniques to handle students’ with
behavioral problem although they also use negative reactive techniques including
corporal punishment. The findings are compared and contrasted in relation to
teacher training and current inclusive education move in Ethiopia.