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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.
Notes on contributors
Morgan Chitiyo is Associate Professor and Special Education Program Director at Duquesne University in Pittsburgh, PA, USA. He is also the editor of the Journal of the International Association of Special Education. His research interests include applied behavior analysis, positive behavior support, autism, and special education issues in developing countries particularly in Africa.
George Chitiyo is an Assistant Professor of Educational Research at Tennessee Technological University in Cookeville, TN, USA. Dr. Chitiyo conducts research mainly in the area of the psychosocial aspects of HIV/AIDS in Southern Africa, as well as economics of health and higher education both in the US and in Zimbabwe.
Jonathan Chitiyo is a PhD student in the Department of Educational Psychology and Special Education at Southern Illinois University Carbondale in IL, USA. His research interests include Special Education program planning and development and school-wide positive behavior support. He also serves as a consulting editor or reviewer for a number of scholarly journals.
Victoria Oyedele is dean of the faculty of education at Africa University in Mutare, Zimbabwe. She holds an MA degree and a PhD in Curriculum Studies from the Obafemi Owolowo University, Ile-Ife, Nigeria; and a BSc degree in Education from the University of Ile-Ife, Nigeria. Prior to her appointment as dean, she had served as a lecturer in the same department.
Richard Makoni is currently a lecturer in the faculty of education at Africa University in Mutare, Zimbabwe. Mr Makoni is dedicated to the development of value-centered educational leadership through the preparation of competent, moral and effective teachers, teacher educators, curriculum developers, administrators and researchers who will ensure excellence at all educational levels.
Davidson Fonnah is currently a lecturer in the faculty of education at Africa University in Mutare, Zimbabwe. Mr. Fonnah is dedicated to the development of value-centered educational leadership through the preparation of competent, moral and effective teachers, teacher educators, curriculum developers, administrators and researchers who will ensure excellence at all educational levels.
Luke Chipangure is currently a lecturer in the faculty of education at Africa University in Mutare, Zimbabwe. Mr. Chipangure is dedicated to the development of value-centered educational leadership through the preparation of competent, moral and effective teachers, teacher educators, curriculum developers, administrators and researchers who will ensure excellence at all educational levels.