Teacher Classroom Delivery Practices and Pupil Behaviour Management in Primary Schools of Mukaza Commune, Bujumbura Mairie Province, Burundi

Abstract

The current study was carried out in primary schools in the country called Burundi in the Commune of Mukaza. Specifically, it was carried out to investigate the nature of teacher classroom delivery practices primary schools of Mukaza Commune, Bujumbura Mairie province, Burundi; to assess the level of pupil behavior management in primary schools of Mukaza Commune, Bujumbura Mairie province, Burundi; as well as to assess the relationship between teacher classroom delivery practices and pupil behavior management in primary schools of Mukaza Commune, Bujumbura Mairie province, Burundi. The study employed a survey design with both qualitative and quantitative approaches. The respondents were teachers, pupils of P.8, as well as the headteachers who were purposively selected. Questionnaires and oral interviews were used to collect the data. The findings indicate that that nature of teacher delivery in Mukaza municipality primary schools was generally moderate also on behavior management in primary schools is moderate. It was also found that there is no significant relationship between teacher classroom delivery practices and pupil behavior management in primary schools of Mukaza Commune, Bujumbura Mairie province, Burundi. This implies that applying clear delivery practices in the classroom has little effect on behavior management of learners, The recommendations were The Head teachers and the school management committees should ensure that school based challenging behaviors such as theft and stealing in schools should totally eradicated. Further, Head teachers should create child friendly schools where the guidance and all educational needs of the children are catered for in accordance with Schools Policy.