1.1 INTRODUCTION
Behavioural problems are bad, unacceptable behavioural in a given society. Behavioural problems (maladjustment)is defined as bad or unsatisfactory adjustment of behaviour (Webster Encyclopedia unabridged dictionary, 1994). Ross (1980) views behavioural problems to be presented when a child emits behaviour that deviates on arbitrary and relative social norm in that it occurs with a frequency or intensity that authoritative adults in the child’s environment judge under the circumstances to be either high or too low.
From the perspective of public welfare and safety personality disorder or maladjustment was defined as an antisocial personality which is marked by a long-term of irresponsible, impulsive, unscrupulous, even criminal behaviour beginning in childhood or early adolescence (Berstein, Roy, Srull, and Wickers, 1991). To the teacher, the meaning of behavioural problem in the classroom situation “is a higher or explicit attempt to give a symbolic interactionist account of discipline problems in the calassroom (Stebbings, 1970). There are over 427 behavioural problems identified by Ross (1980) but those of very serious implication that has relevance to teaching/learning process and research work has been done extensively is by Stouffer. He had 50 behavioural problems exhibited by school different. Although not of equal seriousness. None of them can be said to be entirely unimportant (Stouffer, 1998).
According to Stouffer (1988) information from the white house conference on child health and protection indicates that one out of every three school child’s maladjusted in one or the other. It had also been estimated that 12 percent of school children are so emotionally up-set as to require the services of guidance specialist and physiatrists (Mukhurjee, 1978). To obtain a situational report, the researcher also found from social welfare center Kaduna and the Borstal Training Institute Kaduna State alarming increase of about 80% and 100% respectively in the number of maladjusted children/youths which must bear it roots since their childhood. This is because any maladjusted preschool child will turn to the maladjusted in childhood and then turn out to be a maladjusted adolescent and finally turns out to be a maladjusted adult if nothing is done to curb it at the initial stage. This opinion is shared by Kagan and Moses (1962), Kolo (1992) and Coplan (2005). Where they stated that behaviours exhibited by children at young age tend to stabilize throughout life. Wickman (1978) found a marked discrepancy between the rating of teachers and mental hygienist on the relative seriousness of behavioural problems in school children. Teachers stress the importance of problems relative to sex, dishonesty, disobedience, disorderliness and failure to learn. For them the problems that indicate withdrawing, recessive characteristics in children are of comparatively little significance. This opinion is also shared by (Stebbins, 1970) Research work has been done extensively by Stouffer (1998) on the ratings of teachers on behavioural problems of children in the developed nations. Literature has shown the non-existence of such data in Nigeria. Their research findings cannot be authoritatively said to be true of our own school children in Nigeria due to certain factors such as environmental, social economical and political.
According to Dantani and Abubakar (1999), manifestation of maladjusted forms of behaviour in primary school is one of the areas of concern for teachers, educational administrators and parents. This is because no meaningful learning can take place if the learner is maladjusted. Teachers have great role to play in the development of the pupil they often observe the development in children that occur during school year and they report their cognitive, affective and psychomotor development. The contribution of the teacher in the development of the child cam make a difference for the brighter future of any society (Okon and Anderson, 1982).
According to Hendrkz (1986) the school is expected to contribute towards pupil’s development as healthy balance people who are able to fit into their communities, to control their less acceptable impulse to become what is known as socialized. Teachers encounter more of children’s behavioural problems they know those problems that can hamper effective teaching/learning in the class and those behaviour that could be detriment to the child. Based on all these, the researcher intends to finds out how the teachers will rate the behavioural problems of children in the primary schools in Kaduna state.
1.2 STATEMENT OF THE PROBLEM
Teachers have a great role to play in the development of the pupil. They often observe the development in children that occur during school year and report their cognitive, affective and psychomotor development. The contribution of the teacher in the development of the child can make a difference for a brighter future of any society (Okon and Anderson 1982) this opinion is also shared by Hendrikz (1986).
From the background, one out of three pupils is maladjusted in a way (Stouffer, 1998). From the situational report, information from social welfare center and Borstal Training Institute Kaduna stated that there were over 80% and 100% increase respectively in the number of maladjusted children. Manifestation of maladjusted forms of behaviours in the primary schools is one of the areas of concern for teachers, educational administrators and parents. This is because no meaningful learning can take place if the learner is maladjusted. The maladjusted should exhibit problems such as truancy, inattention, no interest in working quarrelsome, restless, disobedience, stubbornness, laziness.
The teacher could be stressed up in trying to correct the child, may lose patient, may even be annoyed and refused to come to class because of the problem of the maladjusted child.
There are over 50 behavioural problems of children in the classroom, it is important to point out which of these behavioural problems affect the teachers and pupils effective teaching/learning process. Rating of behavioural problems of children by teachers and metal hygienist has been carried out by (Blair, Jones & Simpson, 1975). In the development nation, this can not be authoritatively claimed to true situation for our own school children due to economic, environmental social and political factors. In order to find out which behavioral problem has serious implication, this study is designed to find out which behavioural problem has serious implication, this study is designed to find out how teachers rate behavioural problems of children in primary schools in Kaduna State.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to determine the teacher’s ratings of behavioural problems of pupils in public primary schools in Kaduna State specifically. This study is to:
1.4 SIGNIFICANCE OF THE STUDY
It is hoped that when teacher’s rating of behavioural problems of children in the primary school are identified, the study will be beneficial to teachers, headmasters, school administrator, parents, guidance and counseling personnel, psychologist, mental hygienist students and the government. It would identify those behavioural problems that can be hamper effective teaching and meaningful learning, thereby it would help the teachers and administrators to utilize the most suitable teaching methods/techniques. Behavioural problems which crop up in childhood will be reduced to the minimum because teachers will be able to curb that in childhood. The child would also develop a sound personality, sound attitude and morals which is one of the goals of primary education in Nigeria (National Policy of Education, 2004). Parents will benefit because, they will be able to identify these behavioural problems in their children and help them to manage these problems. Mental hygienist, guidance counseling will be better informed and it would be a tool for making their work easier.
1.5 ASSUMPTION OF THE STUDY
The study will cover five chapters; Chapter one consist of the background of the study, including statement of the problem, objectives, scope etc. The chapter two deals with the review of related literature, Chapter three dwelled on the research methodology, while Chapter four present and analyse data collected from sample respondents and finally, the chapter five of the study summarize, conclude and provide recommendations to the problems identified by the study.
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