Behavior management techniques and learners with emotional and behavioral difficulties in primary schools: Chepkorio Zone, Keiyo South Sub County, Kenya

Abstract

Behavior difficulties among learners in primary schools affect learning processes if not well managed; it is evident that inappropriate behavior among learners needs to be handled professionally by teachers to avoid bad pupil and teacher relationship and creation of an environment unsuitable for teaching and learning. Little is known on the outcome of behavior management techniques commonly used in primary schools to sub curb behavior difficulties. The purpose of this study was to determine the EBD learners responses to management techniques utilized by their teachers in Chepkorio Zone, Keiyo South Sub County. This study employed a quantitative survey research methodology. The target population in this study was all EBD teachers in all the 10 selected schools out of 16 public primary schools in Chepkorio Zone, Keiyo South sub county. All primary school teachers in the selected public primary schools in Chepkorio Zone, were tabulated and categorized as male and female and then simple random sampling technique was used to obtain 2 teachers per category from each school to give a total of 40 teachers. A structured self-administered questionnaire (closed ended) was used to collect the primary data from the target population. Quantitative data of all independent variables were analyzed and presented as tables with frequencies, percentages and bar graphs. The frequency of occurrence of various aspects was used to make descriptive interpretations and the finding from the sample was used for generalization that would apply to the whole population under study. The researcher found that, primary school teachers utilize a variety of behavior management techniques in controlling emotional and behavioral related difficulties among EBD learners in the classroom. 100 percent of respondents utilize punishment as a management tool frequently in class due to its effectiveness and response on undesired behavior but at the same time, all the respondents reported negative responses from learners. The teacher’s attitudes in this report were shown to be negative towards EBD learners although 90 percent agree that EBD learners require special education to change behavior. Results obtained from this study may be of significance to primary school teachers in understanding children with EBD related problems, the most effective management techniques to use and the expected change in behavior.