An Ionically Based Mapping Model with Memory for Cardiac Restitution

DilLa UNIVERSITY

Institute of education andbehavioral science

DEPARTMENT of Special Needs Education

An assessment of students’ misbehavior and coping

strategies;

the Case of Abuna primary and secondary school,

Hadiya Zone;SNNPR

By: Abera Yohannes

Submitted to: Dr.Tesfaye Basha

Dilla

April. 2014

AcknowledgementsI would like to express my gratitude to my advisor

Dr.Tesfaye Basha for his constructive and noticeable

comments during the study runtime.

Next, I would like to extend my profound gratitude and

special appreciation to my friends for their moral and

material support. My work would have been very difficult

without your involvement and as such you are heartedly

thanked.

Finally, I am indebted to my family who founded my

academic ladder in its strong base. Family, the reasons

why I am here, are always there in my academic progress

from its inception to completion. As such, I thank you

forever!

I

Table of Content

Title

Pages

Acknowledgements

AbstractContents Chapter One1. Introduction…………………………………………………………………….. 2

1.1 Background of the Study……………...……………………………………………2

1.2 Statement of the Problem……………...……………………………………………3

1.3 Objectives of the Study…………………………………………………………...5

1.3.2 Specific Objectives…………………………………………………………...…...5

1.4 Significance of the Study……………...……………………………………………6

1.5 Scope of the Study……………...……………………………………………..……6

1.6 Limitation of the study……………...………………………………………………6

1.7 Organization of the Study……………...………………………..…………………7

Chapter Two

2. Review of Related Literature……………………………………………….

8

2.1 An Overview……………...…………………………………………………...……8

2.2 Causes of Student Misbehavior……………...……………………………………10

2.3 Effects of Student Misbehavior……………...……………………………………13

2.3 Strategies to Manage of Student Misbehavior……………...

……………………14

Chapter Three

3. Methodology……………………………………………………………………….20

3.1 Research Design……………………...……………………………………………20

3.2 Study Participants…………………...……………………………………….……20

3.3 Data Collection procedures……………...…………………………………..……21

3.4 Data Analysis……………...………………………………………………………21

Chapter Four

4. Data Presentations, Analysis and

Interpretation………………………………23

4.1 Background Information of Respondents……………...

…………………………23

4.2 The Nature and Problems of Misbehaving

Students……………………………..24

4.3 Effects of Misbehavior Students………………………………………………….29

4.4 The coping strategies of the misbehaving

students’……………...………………31

Chapter Five

5. Summary, Conclusions and

Recommendations………………………………..37

5.1 Summary……………………………………………………………………..……37

5.2 Conclusion……………...……………………………………………….………..38

5.3 Recommendations…………………………………………………………..……39

III

AbstractThe objective of the study is to assess students ‘misbehavior and coping

strategies in Abuna primary and secondary school, Soro Wereda, Hadiya Zone.

So as to achieve the objective of this study, information was gathered through

interview, observation checklist and self-administered questionnaire from the

sampled respondents. The data collected from the questionnaire were analyzed

using statistical tools. Likewise, the qualitative result was analyzed in

categorized and summarized forms of major themes based on the research

questions of the study. The results of this study indicate that lack of student

interest and negative attitude in a subject matter; inability of student to

perform well/satisfactorily, students’ lack of awareness on rights and

responsibilities, and student disrespect for teachers, authority/rules. With

regards to the school-related causes, larger class-room size and lack of

administrative support to the students along with the poor follow up system

were emphasized by both the students and teachers. Finally, the result of the

study showed that providing students personally challenging tasks, showing

willingness to help slow learners and keeping the learner’s attention active until

the lesson is completed had the mean values of less than one. This meant that

most teachers were seen less committed to use many of the various

motivational devices as classroom management strategies. And if they were

seen committed, their deduction was limited mainly to giving the chance to

respond to the questions posed only to those bright and bold students. Hence it

is safe to say that in spite of its old age of introduction, motivation is termed as

an infrequently used classroom management strategy.

vI

Chapter One1. Introduction

1.1 Background of the StudyGlobally, the role of student's discipline in quality

education has been increasingly recognized. Accordingly,

well-managed schools and classrooms are found to

contribute to educational quality. Students, teachers and

administrators should agree upon school and classroom

rules and policies, and these should be clear and

understandable. Order, constructive discipline and

reinforcement of positive behavior communicate a

1

seriousness of purpose to students (Craig, Kraft & du

Plessis, 1998).

Moreover, mismanaging student misbehavior results in

juvenile delinquency (Michael, 2005). Meanwhile, lack of

discipline is among students is a serious problem facing

schools today (Rose & Gallup, 2000). In effect, stricter

disciplinary measures are increasingly recognized as the

essential factor in improving schools (Langdon & Vesper,

2000). The public perceives that managing student behavior

is an important component of the teacher’s duty (Pestello,

1989).

Few research works in the academic circle uncovered that

students' misbehavior is not only prevalent but also

serious enough warranting the immediate need for

appropriate coping strategies. However, little has been

known and documented regarding the problem of student

misbehavior and its implications to augmenting quality or

student achievement, at the country level. There are a

number of gaps identified at the policy level. To start

with, the guideline developed a decade ago by the Ministry

2

of Education has still continued to serve as a framework

for student discipline in secondary schools.

Consequently, less reliable of capture of the key features

of student misbehavior is characterized by complexity and

dynamism. Besides, due to the existing poor documentation,

follow-up and reporting the prevalence and severity of the

problem has not been brought to the attention of policy

makers at various levels. In addition, most of the

regional government and secondary schools are rarely

observed to follow the aforementioned guideline to develop

tailor-made disciplinary rules and regulations on the

basis of action research. On top of this, the approaches

being followed by most schools undermine the student-

centered approach in their handling of misbehavior

(Ministry of Education, 2010).

On the other hand, the assessment of school improvement

gave room to the reduction of discipline cases in a given

school. According to the school improvement program

guideline, one of the standards of assessment for school

improvement relies on whether students have developed a

habit of taking responsibilities and leading a disciplined

life. Indicated by the total number of disciplined cases

per semester by sex, it triggers the school effort in the

reeducation of prevalence of misbehavior-disciplinary

problems to till (MoE, 2010).

Therefore, this research was attempted to assess students’

misbehaving and coping strategies in Abuna primary and

secondary school.

1.2 Statement of the Problem

Education provides a fundamental base for all further

human development and its availability and quality are

central to the human resource development of any society.

Theoretical and empirical evidences, meanwhile, suggest

that student misbehavior is one of the salient

determinants of quality education and/or affecting student

attainments. Moreover, the detrimental outcome of student

misbehavior and the paradigm shift in the management

approach are worth mentioning. In this regards, student

3

misbehavior is among the risk factors identified for

antisocial adolescent behavior or deviance (MoE, 2010).

Besides, due to the existing poor documentation, follow-up

and reporting the prevalence and severity of the problem

has not been brought to the attention of policy makers at

various levels. In addition, most of the regional

government and secondary schools are rarely observed to

follow the aforementioned guideline to develop tailor-made

disciplinary rules and regulations on the basis of action

research. On top of this, the approaches being followed by

most schools undermine the student-centered approach in

their handling of misbehavior (MoE, 2010).

Abuna secondary school is not exceptional to the above

reality. Although the school has been progressing towards

the fulfillment of the standards set by the MoE, the

performance of students has been very low even compared to

the country's average. Yet, the problem of misbehavior is

believed to be much more pronounced due to a multitude of

factors.

Furthermore, the school has not yet developed its own

disciplinary rules and regulations based on the MoE

guideline. Also the level of Parents-Teacher Association

(PTA) is inefficient and not performing as per the

expectations stipulated in the MoE guideline. Moreover,

conducting research by teacher thereby attempting to

manage misbehavior in a coordinated manner has never been

experienced at Abuna secondary school.

This study focused on the performance assessment of

misbehaving students and coping strategies. Furthermore,

this study tried to answer the following basic research

questions to achieve its objectives.

1. What are the nature and problems of misbehaving

students in Abuna secondary school students?

2. What are the major effects of misbehaving students in

the school?

3. What types of coping strategies were used to improve

students’ misbehaving?

1.3 Objectives of the study

4

1.3.1 General Objective

The objective of the study is to assess students’

misbehavior and coping strategies in Abuna primary and

secondary school, Soro Wereda, Hadiya Zone.

1.3.2 Specific Objectives

The specific objectives of this study are:

1. To assess the problems of misbehaving students in

Abuna secondary school students.

2. To assess the major effects of misbehaving students

in the school.

3. To identify the coping strategies were used to

improve students’ misbehavior.

4. To suggest possible solutions that helps to handle

the consequences of misbehavior.

1.4 Significance of the Study

The major findings of the study contributed towards

filling the knowledge gap of the topic under

5

investigation. Also, the study was given the concerned

bodies of the Education Bureau the opportunity to have a

clear picture about the extent of their teachers’

awareness and commitment towards those strategies that are

critically essential for effective classroom management in

their respective school. Moreover, the study will

stimulate other research undertakings thereby augmenting

the limited knowledge on student misbehavior at local

school, wereda and zone levels. Finally, by way of

communicating the context-specific findings on the nature,

causes and doable recommendations the study also will

serves as a guideline or references for concerned

actors/stakeholders.

1.5 Scope of the study

This study confined to assess students’ misbehavior and

coping strategies in Abuna primary and secondary school,

Soro Wereda, Hadiya Zone. The study also gave emphasis

only to grade seven. Mathematics, Physics and Chemistry

class of the same grade level teachers and students were

included as data source.

1.6 Limitation of the Study

There were external variables that deter the smooth focus

of the study in addition to the limitations of the

research design itself. For instance, lack of updated

secondary data in the study area and poor cooperation of

respondents in filling the questionnaires has seriously

challenged the researcher. Moreover, lack of relevant and

up to date literatures was the major constraint during the

study. In spite of these, the researcher attempted to use

all the necessary efforts to make the study as complete as

possible.

1.7 Organization of the Study

The layout of the study incorporated: first section deals

with the introductory part, background information,

statement of the problem, objectives, significance of the

study, the methodology used to conduct the study, and

delimitations of the study. The second chapter was

6

contains with review of related literature. The third

chapter presents the methodology. The third chapter

presents the data presentation, analysis and

interpretation. The last chapter deals with the summary,

conclusion and recommendations.

Chapter Two Review of Related Literature

2.1 Introduction

7

There are three variables in most instances of

misbehavior: the student with the problem, the

environmental conditions under in which the problem

occurs, and the teacher (Debruyn, 1983). The variable that

can be controlled with the greatest ease is the teacher’s

behavior. Thus, the teacher must not only diagnose the

problem, but take steps to adjust instruction and

interaction with students to deplete the inappropriate

behavior (Debruyn, 1983). On the other hand, student

misbehavior is be defined as any behavior that interferes

with the effectiveness of the teacher’s instructional plan

or a student’s ability to teach (Stebbins, 1971).

On the other vein, students recognize that teachers play a

major role in curtailing inappropriate behavior through

the employment of effective instructional activities

(Supapron, 2000; and Doyle, 1986). When misbehavior

reaches a certain point, instruction fails to have its

desired effect on the students. Recognizing the

seriousness of behavior in the classroom is an essential

part of teaching. Teacher-preparation programs should

understand the problems confronting teachers in the

classroom with regard to student misbehavior if

instruction is to work and students are to learn.

Providing teachers with valuable tools to manage student

behavior effectively could slow the teacher attrition rate

in education (Moore & Camp, 1979).

Moreover, Stebbins (1971) found that teachers rarely

communicate among themselves to any depth about the

subject of student misbehavior even though the stress

generated by misbehavior was of greater concern than other

working conditions (Abel & Sewell, 1999). Since most

teachers spend the majority of their workday almost

exclusively with pupils, most teachers tended to formulate

their own definition of misbehavior and handle those

misbehaviors accordingly (Borg & Riding, 1991).

On the other hand, Duck (2007) attempted to find a

solution to the high dropout rate of beginning educators.

His study concluded that teachers who left the profession

did so because they did not have a practical understanding

8

of what effective classroom management practices were, nor

did they have a basis upon which to formulate a preference

in teaching style. The suggested solution was that

educational institutions “begin teacher preparation with

an introductory foundations course that has a strong

experience base embedded in case studies”. While

“classroom management does not equate with good teaching

it is the open door that good teaching must walk through

to establish itself in a classroom” (Palumbo & Sanacore,

2007).

On the other hand, classroom management carries with it

many diverse issues. However, as teachers we have the

right and the duty to produce an environment that is

conducive to learning. We must proactively reflect on our

methods, with the aid of our more experienced peers to

learn the best practices. We must maintain positive

attitudes towards situations that might otherwise be

obstacles. Palumbo & Sanacore (2007) state that “No

prescription or cure-all exists that will guarantee

success in the classroom”. However, through mentoring,

early training, knowledge of both your rights as a teacher

and the rights of your students, and a positive reflective

outlook, a beginning teacher may be able to subtract some

of the initial frustration and difficulty out of their

early years.

2.2 Causes of Student Misbehavior

Misbehavior among young people were observed and, as they

negotiate the transition from childhood to adulthood in an

increasingly complex and confusing. By and large,

misbehavior is attributed to the student, teacher, and

parents. Accordingly, Family factors relate to Parenting,

Maltreatment, Family violence Divorce, Parental

psychopathology, Familial antisocial behaviors, Teenage

parenthood, Family structure, and large family size.

Peer-factors are the association with deviant peers and

peer rejection. As to the School and community factors,

Failure to bond to school, Poor academic performance, Low

academic aspirations, living in a poor family,

9

Neighborhood disadvantage, Disorganized neighborhoods,

Concentration of delinquent peer groups, and Access to

weapons (OJJDP, 2003).

A study by (Ayele, 2006) uncovered a multitude of

disciplinary problems and the causative factors to student

misbehavior. Accordingly, there are around 18 types of

commonly observed students disciplinary problems

identified; of which the first 5 most serious ones

included tardiness; truancy; cheating during examination,

disturbing in the classroom, and not doing home works.

The second top ranked problems included disrespect

teachers, fighting among each other; extortion/coercion

and calling teachers by their names or nick names, and

disobedience to the orders of their teachers. As far as

the causes are concerned, low income, large family size,

lack of offering love to children and little value to

education and frequent conflicts and divorce were factors

identified on the part of the parents.

According to Croom (2003), the effects of student

misbehavior on students’ achievements and as a risk factor

to juvenile delinquency were highly appreciated. The

inability to find a causal connection between many

standard measures of school quality and student outcomes

has perplexed education researchers and policymakers. One

potential reason for this lack of relationship is the fact

that the behavior of students in the classroom may

interfere with the ability of schools to map resources

into improved student outcomes, a fact ignored by most

analyses despite recent survey evidence documenting the

devastating effects of student misconduct on learning and

teacher morale.

Research has found dealing with student misbehavior as the

most prominent source associated with teachers’ negative

behavioral outcomes at work. Parents’ spousal

relationships may also influence children’s peer

relations. Divorce and marital conflict are associated

with a lack of competence in children’s relationships with

peers (Costas Nicou Tsouloupas, 2011). Also, the

10

discontinuity that exists between educational expenditures

and student achievement, a vast literature has emerged

attempting to discover the primary influences on student

learning. However, an often overlooked determinant of

student outcomes by academic researchers is student

misbehavior. This omission has occurred amid a backdrop of

rising media attention focused on the disruptive learning

environment prevalent in many public schools, as well as

recent survey evidence documenting the time wasted by

teachers on student discipline and the concomitant

negative impact on teacher morale (Figlio 2003).

According to Dighton (1971), class size is another area of

challenge to classroom management. Class size refers to

the number of students assigned to and enrolled in

specific class. And often the class size used would make a

difference in students’ achievement. In disciplinary

terms, as most scholars stated, large class size is more

difficult to manage and rearrange it for effective small

group work (Smith 1988). In addition to this, overcrowded

classes are the fundamental causes for the alarming

11

decline of quality education in Ethiopia (Tekeste 1990).

Large classes are also less effective for retention of

knowledge, critical thinking and attitudinal change.

Besides, large classes’ oral participation is limited only

to small members of the group. Small classes, on the other

hand, ensure learners better motivation and achievement

(Glass in Dunkin 1987) regardless of their age and subject

matter taught.

In addition to this, (Siegel 1986) asserted that in small

classes students may get the chance to have personal

contact with their teacher. In effect, students with low

motivation, unsophisticated in the subject area, and are

predisposed to learn facts rather than to apply or

synthesize would be the most beneficent. Moreover,

students in small classes assume a greater number of

positions of responsibility are less alienated and have a

greater sense of belongingness to the group (Huling,

1992).

The availability of instructional materials and facilities

is assumed as the fourth impediment to the teacher’s

commitment of classroom management. It is true that

classrooms operate most efficiently when each student has

his/her own resources and materials. As Rinne (1997) told

us, the risk of classroom destruction grows when students

are told to share resources and when resources are located

further away from their proper seats. Properly set

teaching materials and facilities, on the other hand, have

the potential to produce the best learning because they

bear the best qualities predominantly influencing the

students’ sense of sight through which most human learning

is believed to take place. Otherwise, the decline of

students’ attention and interest is inevitable (Clark,

1988).

2.3 Effects of Student Misbehavior

The negative effect that misbehavior can have on the

teaching and learning process, hence on achievements, are

duly recognized. In support of this, a study by Achenbach

12

et al., (1991) indicated that those students with high

level of emotional and behavioral problems were observed

to have significantly lower scores in almost all indices

of academic achievement. Likewise, an assessment of Girls’

Perception of Education System in Somali region uncovered

the effect of misbehavior on students’ performance.

Accordingly, well-disciplined students are among the

positive factors or for the good quality of education and

the delivery by teachers for achievement even in the

context of poor school facility (MoE, 2010).

Moore (2003) state that parents recognized student

misbehavior as serious problems and a stricter

disciplinary measure that is essential factor in improving

schools. Similarly, Dave Arnold, Illinois Education

Association member, states: “As I talk with employees of

school districts throughout our nation, they tell me that

the lack of student discipline is the biggest problem they

face each day. Despite this ‘epidemic,’ to our knowledge,

research addressing student misbehavior is limited. A

theoretical model linking classroom disruptions to adverse

student outcomes and that disruptive student behavior

spills over to peers and adversely impacts peers’ student

test performance.

2.4 Strategies to Manage of Student Misbehavior

With the shift away from many of the past forms of

discipline, the concept of proper managerial procedure has

gained prominence. Firstly, define classroom management

and classroom discipline in dissimilar manners. Classroom

management refers to the procedures and routine actions

used by the teacher to maintain the classroom quiet and

smooth, while classroom discipline refers to the procedure

and strategies used by the teacher to deal with incorrect

actions or behaviors conducted by the student (Baron,

1999).

Moreover, Palumbo and Sanacore (2007), agree that

principals of good management focus on maximizing the

efficiency of the teaching process. The prescribed

routines can be as simple as writing opening instructions

on a chalkboard before the arrival of your students. This

13

practice allows the students to immediately get to work

while you take care of administrative duties. Lesson plans

are not a passive “thing to do.” They are an active way of

teaching to meet the students’ need to know and the social

need to succeed in school” (Palumbo & Sanacore 2007). On

average good organizational practices save thirty minutes

of teaching time days are. Consistent daily procedures can

prevent loosing valuable time in repetitive and non-

educational administrative actions.

Actually countless classroom management strategies are

available. To mention some, Lehman (19982) for example

described the behavioral, the reality orientation and the

humanistic approach as strategies. Weber (in cooper 1986)

on his part said that the strategies are the

authoritarian, the intimidation, the behavioral-

modification, the socio-emotional, the permissive, the

cookbook, the instructional and the group process. Good

and Brophy (1997) stated assertive discipline, contingency

contracting and cognitive behavioral modification as

strategies for classroom management. Still, Rinne (1997)

gives what she called conventional and excellent classroom

management strategies.

Nowadays, corporal punishment is rarely administered and

promoted against any of the misbehavior, mainly because of

its harmful physical, educational, psychological, and

social effects on students. Corporal punishment

contributes to the cycle of child abuse and pro-violence

attitudes of youth in that children learn that violence is

an acceptable way of controlling the behavior of others

(NASP, 2006).

Within the construct of a proper managerial system, the

role of discipline focuses on being a proactive and

preventative measure taken by the teacher to ensure order

(Megableh et al., 2007). Another form of discipline

focuses on punitive forms of behavioral deterrents. This

form of discipline is used more or less to “clean up”

after an infraction has already occurred. Roberta (2007),

state that the aim of punitive discipline in this case

should be to prevent further misbehavior, and improve

14

character. Their study was in response to the overwhelming

of traditional practices of discipline on private

campuses. The forms of discipline used in the past

consisted of administrative and or peer judicial review.

The aim of the study was to find which of the three models

led to the least degree of recidivism. Rather than abolish

their “complex and time-consuming” system of discipline,

the institutions believed that their current system was

extremely important because “calling a student to

accountability is affirming his or her dignity…if

discipline is successful, then the student regains self-

control” (Reilly, et al., 2007).

Also, effective discipline includes prevention and

intervention programs and strategies for changing student

behavior, changing school or classroom environments, and

educating and supporting teachers and parents. It relies

on empirical evidence rather than custom or habit.

According to Yell & Rozalski (2008), classroom management

and discipline, by law, must yield to the needs of

individuals with disabilities. The set of rules and

15

consequences for the majority may not apply to the

Individualized Educational Plan (IEP) of some individuals.

For example, a rule may exist for the entire student body

stating that no students should be out of their seats

without permission once the bell rings. Some students with

IEPs may not be held to that standard, if that IEP states

that part of their disability prevents them from being

able to comply with such a rule. Yell & Rozalski (2008)

also state however, that schools are responsible by law

for preserving a “safe, orderly and well-disciplined

environment”.

This poses a problem for many who attempt to maintain

order and consistency in their classrooms. When the rules

are not the same for everyone, what must educators do to

provide consistency? According to Yell & Rozalski, while

students with disabilities are allowed many protections

under the People with Disabilities Act, the discipline of

such individuals may not be that different from that of

other students. The main difference between the ways that

discipline is handled for students with an IEP and

students from the regular population regards the amount of

due process given to students with IEPs. A school must

provide due process for all students however the amount of

latitude given students is much greater when the student

has an IEP’s. The rules therefore may be the same, while

the consequences of breaking the rules may be different.

In this way as long as those supervising the IEP in

collaboration with the teacher take punitive action in a

private manner, the students will still perceive fairness

(Rozalski, 2008).

Alternatives for educating and supporting students are

recommended. This includes such alternatives as Help

students achieve academic success through identification

of academic and behavioral deficiencies and strengths and

help students receive appropriate instruction; Encourage

a systems approach for prevention and intervention to

encourage student success and self-esteem; Establish

clear behavioral expectations and guidelines and encourage

disciplinary consequences that are meaningful to students

and have an instruction and reflection component;

16

Encourage consistent, fair, and calm enforcement of rules

at the individual, class, and school levels; Provide

individual, family, and group counseling; and Provide

social skills training, conflict resolution skills, anger

management, and problem-solving training (Michael, 2005).

Moreover, alternatives for change in the school and

classroom environment also recommended. These include

encourage programs that emphasize early diagnosis and

intervention for school problems including problems of

staff and problems of students; Encourage programs that

emphasize values, school pride, and personal

responsibility and that support the mental health needs of

children; Monitor school and classroom environments

continuously; Encourage development of fair, reasonable,

and consistent rules with input from students, parents,

school personnel, and community members about the nature

of the rules and appropriate consequences for violations

and Promote strong family school collaboration and parent

support (Michael, 2005).

Furthermore, alternatives for educating and supporting

teachers are vital. Preventive disciplinary measures

include: Provide information on effective discipline

programs and resources to parents, other mental health

professionals, and school personnel; Assist with

development and monitoring of behavioral intervention

programs school-wide, class-wide, or individual; and

provide in-service programs on communication, classroom

management, understanding of behavior and individual

differences, and alternative ways for dealing with

misbehavior (Michael, 2005).

Besides, alternatives for educating and supporting parents

are crucial. This category of alternatives encompasses:

Provide parenting classes on effective discipline,

particularly as it relates to such issues as homework,

school grades, peers, learning programs, developmental

expectations, and undesirable behavior; Provide school-

based consultation to parents on effectively managing

child behavior; Encourage home visitation programs for

parents of babies and toddlers programs that focus on

17

developmental expectations, resources, and discipline;

When corporal punishment is allowed, inform parents about

exemptions to corporal punishment (Rozalski, 2008).

Finally, Duck’s approach focuses mainly on the exposure of

the incoming teacher candidate to real life situations.

This practice attempts to reach the candidate early on in

their training, and expose the candidate to experiences

that transcend various aspects, styles and approaches to

teaching, with the hope that candidates might grow in

awareness of their own personal preferences while they

have choices to make in regard to their direction of study

(Duck’s, 2007).

Regardless of the source where the problem to emanate

from, the disruptive behavior that interferes with the

learner’s attention and consequently prohibit them from

developing genuine interest towards learning are; chatting

such as volume talk or whispering, passing notes between

students’ disruptively loud talk, throwing things,

pushing, fighting etc, personal needs sharpening pencils,

getting books or other materials at times other than when

the teacher expects; uninvolved doing something other than

assigned tasks but not bothering others’ waiting pauses

that delay learning such as sitting with hands up for the

teachers attention, before being able to proceed waiting

for materials to be passed or for the teacher to review

one’s work, just being ‘stuck’ until receiving the

teacher’s attention’ sleeping (Myers, 1995).

Chapter Three Methodology

3.1 Research Design

The research design refers to the structure of an enquiry

whose role is to minimize the chance of drawing incorrect

causal inferences from the data (Grove, 1993). The

researcher has used broadly a combination of non-

probabilistic and probabilistic sampling techniques.

Whereas purposive sampling technique has been employed for

the selection of the key informants’ participants; and the

18

simple sampling method has been followed in determining

the size and selection procedure of student respondents.

Also, the study employed the methods to make description

of the existing on the nature and types of misbehavior and

at times to describe the misbehavior, as well as student

achievement as a detrimental outcome. There are a number

of reasons for choosing these methodologies for this

particular study. Firstly, the methods are considered to

be an appropriate for researchers whose research questions

lead them towards a data driven approach that is, to look

at what is going on and try to make sense of that by

testing out patterns. Secondly, the methods of data

collection and analysis provide rich information and

meanings which are broad of data collection.

3.2 Study Participants

From the total number of students in grade seven in Abuna

secondary school served as the sampling population. The

school is one of the oldest schools in the country hence,

attribution of the problem of misbehavior to age or

newness of the school has been controlled. Also, location

9

19

of the school, hence the exposure of students to Chat,

Hashish and Shisha use were also considered in a bid to

investigate the implication of context to misbehavior,

hence if a need for tailor made coping strategies for the

management of student misbehavior. On the other hand, 3

teachers were employed through availability sampling from

grade seven. Also, out of the total 54 students of the

class 28 students were selected randomly. Others 13

respondents (Parents Committee, and Dep’t Heads School

Director, and Unit leaders) were included in the study.

Moreover, Mathematics, Physics and Chemistry classes were

included as data source through classroom observation on

the basis of purposive sampling.

3.2 Data Collection

The researcher was triangulated different type, sources,

and methods of data collection and analysis. The data

generated from primary and secondary sources. As far as

methods of data collection are concerned, survey

questionnaire was the most important instrument designed

and administered, separately to sample respondents.

Besides, a key-informant interview was applied to generate

qualitative data from knowledgeable persons including the

school administration, guards, and etc. Likewise, the

observation checklist was employed to secure data on the

application of classroom management strategies. Regarding

secondary data, pertinent documents including official

reports, standards/regulations/guidelines, and annual

reports, study reports and other relevant theoretical

literatures were reviewed.

3.3 Data Analysis

After collection of data from different sources an

appropriate techniques of analysis was applied for the

data analysis. The quantitative was analyzed though

descriptive statistics; mainly, cross-tabulations,

frequency, and percentages was used in the presentation,

analysis and interpretation of the findings. The collected

data was categorized and summarized in the form of

frequencies and percentages based on the research

objectives. According to Gergen (1991), cited in Yolandi

(2003) the trustworthiness and internal reliability of the

20

analysis is enhanced by categorizing and appropriating

reflexivity to the researcher’s role and practices during

the research work. Furthermore, the interview and

observation result was discussed in categorized and

summarized forms of major themes based on the research

questions of the study. Hence, thematic data analysis was

employed in this study.

CHAPTER FOUR4. Data Presentations, Analysis andInterpretation

The objective of the study is to assess students’

misbehavior and coping strategies in Abuna primary and

secondary school, Soro Wereda, Hadiya Zone. This chapter

presents the result of the study based on the empirical

analysis of the data collected from the research

respondents and discussion of results with respect to

research findings and literature.

4.1 Background Information of Respondents Table 1: Background informationof Respondents

No Items N %

1 Sex

Male 32 73

Female 12 27

Total 44 100

2 Age

Under 25 26 59

25-34 years 6 14

21

35-44 years 8 18

46 and above 4 9

Total 44 100

3 Educational Level

Students 28 64

Diploma 7 18

Degree 5 13

certificate 2 5

Total 44 100

As shown from the above table sex distribution of the

sample, (73%) of the total respondents were male, (27%)

were female. Regarding to age of respondents, (59%) of

the respondents were in the under 25 years, (14%) of the

respondents were in the range of 25-34 years, (18%) were

in the range of 35-44 years, and (9%) were above 45

years as revealed from the table.

Furthermore, the above table further indicates

educational level of respondents. From the table, (64%)

of the respondents were students, (18%) of the

respondents were diploma holders, (13%) of the

22

respondents were degree holders, and (5%) of the

respondents were certificate

4.2 The Nature and Problems of Misbehaving

Students

The respondents were asked if they have experienced any

type of student misbehavior during the present academic

year. Accordingly, 87% teachers responded as yes, whereas

only 13% of them haven’t experienced it. Accordingly,

truancy, tardiness and trespassing were ranked more

observed between students and teachers. Similarly, those

misbehavior types that are disruptive of the classroom

activities including talking without permission and

disturbance each other are the second most problems

observed in the class. Moreover, the findings indicated

that most of the frequently observed misbehavior are those

that disrupt the learning teaching process, hence

impediment to students performance. However, those

misbehavior students are life-threatening as well as

damaging the school properties were found to be less-

prevalent.

On the other hand, the analysis of the qualitative data

obtained key informants including the school director, and

unit leaders also corroborate the above findings. For the

key informants, non-compliance to the school instructions

is a widely held phenomenon in the school. The director

and unit leaders emphasized that misbehavior impacting the

learning-teaching behavior. Specifically, absenteeism and

tardiness are practiced by at least two-third of the

students. Also, copying assignments and cheating on tests,

trespassing, cell-phone use, and theft are among the

widely exhibited misconducts. Besides, fighting,

extortion/ coercion, and mob action were ranked high by

students and medium by the teachers. However, there is a

significant difference in terms of ranking of cheating on

exams, copying assignment, and least efforts by students.

While this is the top-ranked misbehavior for the teachers,

23

it is found to be the major problems for the other

students’ behavior.

Besides, Croom (2003) indicated that the effects of

student misbehavior on students’ achievements and as a

risk factor to juvenile delinquency were highly

appreciated. The inability to find a causal connection

between many standard measures of school quality and

student outcomes has perplexed education researchers and

policymakers. One potential reason for this lack of

relationship is the fact that the behavior of students in

the classroom may interfere with the ability of schools to

map resources into improved student outcomes, a fact

ignored by most analyses despite recent survey evidence

documenting the devastating effects of student misconduct

on learning and teacher morale.

Additionally, the Parents and Committee also raised

substance abuse as misbehavior. In connection to this, he

24

stated that two students are currently imprisoned in the

settings being caught in use of Hashish outside the

school. Furthermore, interview participants also reached

consensus on the prevalence of student misbehavior. During

the discussions, the Teachers’ stated that student

misbehavior is observed daily and in every classroom by

ever increasing proportion of the students; although lack

of records has covered the reality.

On the other vein, the level of stressfulness of student

misbehavior was also assessed along with the trends across

time. The findings as presented and discussed below

uncovered that the problem of Students Misbehavior is not

only very serious but also worsening across time. To start

with the trends, both the teachers were asked to comment

on the persistence of student misbehavior across time.

Accordingly, 91% of the respondents stated that the

problem of misbehavior has been worsening ever since their

first experience in the school. Also, study that it has

declining trend in the prevalence of misbehavior, and the

level of problems persistence in the school.

This finding was supported by several researchers and

authors like as Rinne (1997), and (Clark, 1988) indicated

that the risk of classroom destruction grows when students

are told to share resources and when resources are located

further away from their proper seats. Properly set

teaching materials and facilities, on the other hand, have

the potential to produce the best learning because they

bear the best qualities predominantly influencing the

students’ sense of sight through which most human learning

is believed to take place. Otherwise, the decline of

students’ attention and interest is inevitable. Moreover,

the respondents were asked to identify the root causes of

student misbehavior. According to the responses, the

causes are related to parents, students and

school/teachers. A lack of parental support is the leading

cause to student misbehavior. Also, student related causes

such as lack of interest and negative attitude as well as

their inabilities to perform well/satisfactorily. Then

follow, school and teacher related factors including the

imbalance between the number of students and the school

25

capacity, teacher’s failure to integrate methods and

contents with abilities and needs of learners, and lack of

administrative support/lack of follow-up towards ensuring

student disciplining.

On the contrary, (Siegel 1986) asserted that in small

classes students may get the chance to have personal

contact with their teacher. In effect, students with low

motivation, unsophisticated in the subject area, and are

predisposed to learn facts rather than to apply or

synthesize would be the most beneficent. Moreover,

students in small classes assume a greater number of

positions of responsibility are less alienated and have a

greater sense of belongingness to the group.

In addition, the factors included: lack of student

interest and negative attitude in a subject matter;

inability of student to perform well/satisfactorily,

students’ lack of awareness on rights and

responsibilities, and student disrespect for teachers,

authority/rules. With regards to the school-related

causes, larger class-room size and lack of administrative

support to the students along with the poor follow up

system were emphasized by both the students and teachers.

Similarly, the causes of student misbehavior were

identified: teachers’ failure to integrate methods and

contents with abilities and needs of learners; teachers’

inability to maintain discipline. Teachers’ failure to

adhere to existing teaching learning disciplines,

responsibilities and orders, and inability to prepare and

implement effective lesson planning.

Likewise, the study revealed that large class size, high

teaching load, and the irrelevance of the curriculum and

the disruptive nature of the student’s behavior were

stated as main causes. Lack of adequate teaching materials

and facilities, and the learners’ seating arrangement

were, on the other hand, also indicated as the obstacle to

the teacher’s dedication of classroom management. It can

be then concluded that the teachers of in the school were

unable to properly manage their classes mainly for the

26

classrooms had accommodated large number of students and

they were given high teaching loads. Moreover, the student

dysfunctional classroom behavior, and the irrelevance of

the curriculum prepared for the level mentioned were also

stated as deferent to the teachers’ commitment of

classroom management.

Furthermore, a study by Dighton (1971), and (Smith 1988)

that examined class size is another area of challenge to

classroom management. Class size refers to the number of

students assigned to and enrolled in specific class. And

often the class size used would make a difference in

students’ achievement. In disciplinary terms, as most

scholars stated, large class size is more difficult to

manage and rearrange it for effective small group work.

However, teachers indicated that high teaching load as

their second major constraint to classroom management the

information given in the teachers personal data did not

support this fact. Furthermore, the study indicated that

the teacher-related factors are relatively less important27

to the teachers focus, yet these are important to the

students. Likewise, the student related factors are

emphasized by the teachers as opposed to the students

themselves. The implication of such an attribution is

clear. Externalization of causative factors is commonly

observed. In support of the survey results, findings from

the qualitative data analysis also uncovered additional

causative factors. Most importantly, immaturity of the

students, peer-pressure and school capacity to accommodate

the ever increasing student population were identified as

the causing misbehavior.

Also, the school failure to design and enforce tailor made

disciplinary rules and regulations is of paramount

importance. In addition, the fact that little value

attached to education as a rewarding business is also

causing and/or aggravating the problem. Furthermore,

limited parents’ engagement with the school and teachers

in the management of misbehavior was also emphasized. Last

but not least, increased availability of traders near the

school compound including Tella, chat and Shisha houses as

well as Hashish were reported to induce misbehavior in the

school.

4.3 Effects of Misbehavior Students

The respondents were asked to enumerate the major effects

of misbehavior. The students and teachers showed that

disrupting the teaching learning process, hence affecting

the performance of other students is the main effect of

misbehavior. This is followed by the effect of misbehavior

on the personality and performance of the student that

exhibit misbehavior. In the end, the respondents were

found that misbehavior is a serious hindrance to the

teaching learning process of the school. Accordingly, most

of the students and the teachers appreciated the negative

effect of misbehavior on the learning teaching

environment.

Besides, a study by Achenbach et al., (1991) that examined

In support of this, a study by indicated that those

students with high level of emotional and behavioral

problems were observed to have significantly lower scores

28

in almost all indices of academic achievement. Likewise,

an assessment of Girls’ Perception of Education System in

Somali region uncovered the effect of misbehavior on

students’ performance. Accordingly, well-disciplined

students are among the positive factors or for the good

quality of education and the delivery by teachers for

achievement even in the context of poor school facility.

Furthermore, physical and psychological harm to other

students is the also negative effect, and damage on the

school property has been identified as major effects. The

key informants, more emphasized that the negative effects

of misbehavior on the learning teaching environment; hence

its consequences in impeding student’s achievements. On

the other hand, for those key informants outside the

school; especially the community representative also gave

attention to anti-social behaviors that are deep-rooted

earlier misbehavior. Correlating discipline with

achievements, students who are disciplined in school are

rarely observed to violate the norms and values of the

communities. On the different, those students who

frequently misbehave not only fail to achieve

academically, but also likely become delinquents who

further develop deviant behavior. To sum up, physical and

psychological harm, damaging property of the school and

disrupting the teaching learning process were identified

as major consequences in the study.

4.4 The coping strategies of the misbehaving

students’

The study further assessed the existing response mechanism

in the school focusing on the properly handling the

student misbehavior. Respondents were asked to suggest

possible solutions that could minimize the problem of

student misbehaviour. The respondents indicated that

conducted research as a one solution. According to the

Ministry of Education (2001) guideline, the School shall

be responsible to ensure that the learning-teaching

29

process is geared towards on the conducting study on the

learning teaching process thereby produce innovative,

problem-solving and predicative citizens. The guideline

further stipulates the right and duties of students as

well as provides a framework to be followed by the schools

in the formulation and enforcement of disciplinary rules

and regulations in the management of misbehaviour.

This finding was supported by several researchers like

Palumbo and Sanacore (2007), agree that principals of good

management focus on maximizing the efficiency of the

teaching process. The prescribed routines can be as simple

as writing opening instructions on a chalkboard before the

arrival of your students. This practice allows the

students to immediately get to work while you take care of

administrative duties. Lesson plans are not a passive

“thing to do.” They are an active way of teaching to meet

the students’ need to know and the social need to succeed

in school.

On the other hand, enforce disciplinary measures and its

effectiveness. Low level of enforcement of the

disciplinary rules and regulations has been also observed.

In connection to this, many of the teachers’ respondents

expressed their dissatisfaction on the level of

enforcement of the disciplinary rules and regulations.

Moreover, interview with the school director and unit

leaders also revealed that the school has been applying

the MoE guideline as it is. In this regards, the

country’s regulatory framework for Misbehaviour in

Secondary School has been reviewed. The findings showed

that, appreciating the importance of discipline to the

achievement the education goal, the MOE developed a

guideline that clearly stipulates the rights and

responsibilities of students along with disciplinary

actions against non-compliance. In support of this, the

key informants illustrated that there is very poor

enforcement of the disciplinary rules and regulations.

On the other hand, it is believed that managing the

instructional time is managing the classroom. And the

30

majority of time in classrooms is instructional time that

students are being taught and expected to learn some

academic content. This finding is supported by Burns

(1989), and the pacing of instruction is relatively slow

with a great deal of review occurring in most classrooms.

Accordingly, teachers thought that checking the students’

proper seats before beginning the daily lesson is very

vital to manage classrooms. Besides, the daily lesson

needs planning clear that as part of their classroom

responsibility, teachers should counsel even those

chronically troublesome students during the instructional

time. Also, teachers have realized that extending the

instructional wait-time serves to enhance the student’s

classroom participation. From the analysis given above, it

can be concluded that managing the classroom time is the

subsumed effect of using the given time at the beginning,

the wait-time, transitions and closure properly. Hence,

the teacher’s perception of the proper use of the allotted

classroom time is significant to manage classrooms

effectively.

Moreover, classroom management could be maintained through

establishing ground rules and procedures, teachers could

not be expected to have the awareness that appropriate

classroom behaviour could exist with the existence of

rules and procedures. And at the same time teachers

couldn’t be demanded to be cognizant and to assume that

establishing ground rules and procedures is the

responsibility of teachers, and the students’ right is to

know the contents of rules and the consequences of

breaking them.

Furthermore, some researchers (Megableh et al., 2007;

Roberta, 2007), state that reported that within the

construct of a proper managerial system, the role of

discipline focuses on being a proactive and preventative

measure taken by the teacher to ensure order. Another form

of discipline focuses on punitive forms of behavioral

deterrents. This form of discipline is used more or less

to “clean up” after an infraction has already occurred.

31

Also, the aim of punitive discipline in this case should

be to prevent further misbehavior, and improve character.

Besides, it is also observable that the student’s off-task

behaviour can be minimized when the classroom behaviour is

presented from the student’s point of view. Moreover,

teachers had the necessary awareness that listening to

students’ in caring way helps to prevent their

dysfunctional behaviour and the nature of interpersonal

relationship that exists between the teachers and his/her

students’ serves to effectively manage the students’

disruptive behaviour. And as teachers realized being an

emphatic respondent could serve to clearly understand the

students’ and their feelings. It can be then concluded

that teachers had the necessary perception that having

possessed the skills that are essential for effective

communication could enable them to manage their classes

effectively. On the other vein, study by Wright (1996)

supported teachers who are interested in learners as

people, are more likely to succeed in the classroom than

32

those who regard teaching only as the routine transmission

of knowledge.

Contrariwise, providing students personally challenging

tasks, showing willingness to help slow learners and

keeping the learner’s attention active until the lesson is

completed had the mean values of less than one. This meant

that most teachers were seen less committed to use many of

the various motivational devices as classroom management

strategies. And if they were seen committed, their

deduction was limited mainly to giving the chance to

respond to the questions posed only to those bright and

bold students. Hence it is safe to say that in spite of

its old age of introduction, motivation is termed as an

infrequently used classroom management strategy. This may

happen due to the fact that the training the teachers

received on how to develop and deploy those motives which

are potentially sensitive to evoke the students’ attention

and interest to a given task might be minimal.

Nevertheless as said so far, most scholars seem to agree

that giving learners tasks of personally challenging,

treating of both sex indiscriminately and showing interest

to help slow learners are preconditions for preventing the

disruptive behaviour of students successfully. Moreover,

the students’ on-task behaviour, paying attention to their

learning as well as to their teachers could also be so

durable when they are given the necessary atmosphere to

observe that their appropriate classroom behaviour is

preceded by equally worthwhile reinforcement. However, all

the students may not be responsive to the same sort of

motives. Moreover, ignoring the student’s inappropriate

behaviour won’t reliably ensure to prevent the student’s

dysfunctional behaviour. Therefore, giving the necessary

reaction both to the appropriate and inappropriate

classroom behaviour of students could lead them to manage

classrooms effectively.

Furthermore, the utilization of instructional time can be

seen from the beginning of a lesson, closure, pacing and

transitions perspective is recommended. The extensive

33

literature on time management confirmed that in order to

reduce and eventually avoid time wastage giving priority

merely for those instructional oriented activities, which

are described in each of the given time segment appears to

be essential. Accordingly, instead of demanding students

to pay their attention, posing questions to the whole

class, announcing the daily instructional objectives or

demonstrating the lesson immediately may serve to use the

time allotted efficiently. Moreover, having a well-

organized lesson plan that specifically considers the

switching of lesson from lecture to seat work, from

discussion to lecture etc. may prevent students not to

engage themselves in chaotic activities. Above all these,

making the consecutive lessons available for immediate use

could also be indispensable to minimize the students’ off-

task behaviour.

Likewise, a study by Weber (1986) indicated that the

facilitation of significant learning is a function of

certain attitudinal qualities that exist in the

interpersonal relationship between the teacher (the

34

facilitator) and the student (the learner)’. The inter

personal relationship between the teacher and the student

can be kept going only when the classroom instruction is

conveyed in a sense that gives attention and meaning to

the students. Moreover, Levenson (1993) showed that,

“students seem to respond more positively to schooling

when they are treated as individuals to express their

feelings and opinions are taken into account. And as

practically seen in many classroom occasions, students may

exhibit disruptive behaviour when they assumed to have

failed getting their feelings accepted and valued.

Therefore, so as to optimize the rapport between the

teacher and his students so that students could get the

chance to express their needs, feelings and wants so

freely, giving them a conducive situation is suggested to

effective teaching learning process.

CHAPTER-FIVE

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

The objective of the study is to assess students’

misbehavior and coping strategies in Abuna primary and

secondary school, Soro Wereda, Hadiya Zone. So as to

35

achieve the objective of this study, information was

gathered through interview, observation checklist and

self-administered questionnaire from the sampled

respondents. The data collected from the questionnaire

were analyzed using statistical tools. Likewise, the

qualitative result was analyzed in categorized and

summarized forms of major themes based on the research

questions of the study.

The results of this study indicate that (73%) of the total

respondents were male, (27%) were female. Regarding to

age of respondents, (59%) of the respondents were in the

under 25 years, (14%) of the respondents were in the

range of 25-34 years, (18%) were in the range of 35-44

years, and (9%) were above 45 years. Furthermore, the

educational level of respondents, (64%) of the

respondents were students, (18%) of the respondents were

diploma holders, (13%) of the respondents were degree

holders, and (5%) of certificate.

The respondents were found that lack of student interest

and negative attitude in a subject matter; inability of

student to perform well/satisfactorily, students’ lack of

awareness on rights and responsibilities, and student

disrespect for teachers, authority/rules. With regards to

the school-related causes, larger class-room size and lack

of administrative support to the students along with the

poor follow up system were emphasized by both the students

and teachers.

On the other hand, the result of the study indicated that

physical and psychological harm to other students is the

also negative effect, and damage on the school property

has been identified as major effects. Furthermore, the

result demonstrated that; enforce disciplinary measures

and its effectiveness. Low level of enforcement of the

disciplinary rules and regulations has been also observed.

In connection to this, many of the teachers’ respondents

expressed their dissatisfaction on the level of

enforcement of the disciplinary rules and regulations.

36

Finally, the result of the study showed that providing

students personally challenging tasks, showing willingness

to help slow learners and keeping the learner’s attention

active until the lesson is completed had the mean values

of less than one. This meant that most teachers were seen

less committed to use many of the various motivational

devices as classroom management strategies. And if they

were seen committed, their deduction was limited mainly to

giving the chance to respond to the questions posed only

to those bright and bold students. Hence it is safe to say

that in spite of its old age of introduction, motivation

is termed as an infrequently used classroom management

strategy.

5.2 Conclusion

Based on the data analyzed and interpreted in chapter four

of the study, the following conclusions are made.

Abuna primary and secondary school existing poor response

mechanism is significantly perpetuating the problem of

misbehaviour. Student misbehaviour is prevalent among a37

considerably larger proportion of students in the school.

The findings permit that most of the misbehaviour observed

are those disrupting the teaching learning process, hence

the students’ academic achievement. Needless to say, the

present poor performance of students at student level and

beyond is attributed to the problem of misbehaviour.

Moreover, as the information obtained from the

respondents, teachers had the necessary of awareness in

almost all the content focused classroom management

strategies. But their commitment to employ the strategies

was minimal. And with this less commitment quality

classroom instruction can't be imagined.

Furthermore, student misbehaviour is deep-rooted in a

complex web of factors internal and external to the

schools. The principal causative factors are those related

to parents, student, school and teacher; in order of

importance. Other external factors included poor support

by the local government bodies and community. These

multitudes of factors were found to act and re-act each

other to causing and/or aggravating the problem of

misbehaviour in the school.

5.3 Recommendations

Based on the findings and conclusions of the study, the

researcher forwards the following recommendations:

Strict enforcement of disciplinary rules and

regulations is as equally important as developing

tailor-made ones. Disciplinary rules and regulation

necessitates, among others, commitment of the school

leadership, and above all teachers.

Likewise, teachers were seen using motivation as a

classroom management strategy without considering the

student's sex, ability and background. The assets of

giving emphasis to the sex, ability and background of

students is necessitated for students of different

sex, ability and background have different motives.

Still, teachers had the necessary awareness of

establishing ground rules and procedures as strategy

of classroom management, there were none in the

school were the study was conducted. Hence, teachers,

38

with the students’ active involvement, need to

formulate ground rules and procedures so that the

students’ classroom off-task behaviour can be

handled.

School director and unit leaders enforce disciplinary

rule and regulation that stipulates the procedures as

well as the details on the types of student

misbehaviour along with the corresponding

measures/penalties against rule and regulation

disobedience.

References

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Agricultural Education, 44, 14-26

DeBruyn, R.L. (1983). Before You Can Discipline: Vital

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Good and Brophy (1997). Looking in Classroom (4th ed.) New

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gws_rd=cr&ei=GgxuUrLeIubw0gX3qYDYCw#q=Michael+Shader%2C.

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Moore & Camp, (1979). Why Vocational Agriculture Teachers Leave

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Myers, (1995). The Professional Education. A New Introduction

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NASP, (2006). National Association of School Psychologists

(2006). Corporal punishment. Bethesda.

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Interview Guideline with Parents and Committee

I. Background Information

1. Sex: A. Male____ B. Female______

2. Educational Status: High School complete____Diploma______

Degree____ certificate ______

3. Age: Under 20___ 21-30 years___ 31-40years____ 41 and above___

II. The Questions

1. How do you describe the prevalence/ experiencingmisbehavior in school or classrooms at variouslevels?

2. Is misbehavior a hindrance to the learning-teachingprocess? If so, how severe is the problem?

3. Regarding the frequency of student misbehavioroccurrence in the classroom, what is the mostfrequently observed misbehavior?

4. How do you evaluate the trends in the prevalence andmagnitude of the problem?

5. What do you think are the main causes of misbehavior?

6. What are the most frequently reported copyingstrategies?

7. What is your role and contribution in working with orsupporting the school to combat the problem?

41

8. How do you describe the partnership and collaborationwith the school community to address the problem ofmisbehavior?

9. How do you evaluate the effectiveness and efficiencyof your performance and the measures applied so far?

10. What are the most important lessons you learnedand challenges encountered in terms of addressing theproblem of student misbehavior?

11. What three priority measures you suggest for aneffective, efficient and sustainable response tostudent misbehavior?

Interview Guideline with School Directors, and

Unit leaders

I. Background Information

1. Sex: A. Male____ B. Female______

2. Educational Status: High School complete____Diploma______

Degree_____ certificate ______

3. Age: Under 20___ 21-30 years___ 31-40years____ 41 and above___

II. The Questions

1. How do you describe the prevalence/ experiencingmisbehavior in school or in classroom?

2. Is misbehavior a hindrance to the learning-teachingprocess? If so, how severe is the problem?

3. Regarding the frequency of student misbehavioroccurrence in the classroom, what is the mostfrequently observed misbehavior?

4. How do you evaluate the trends in the prevalence andmagnitude of the problem?

5. What do you think are the main causes of misbehavior?

6. What are the most widely applied copying strategies?

7. Have you developed and implemented appropriate rulesand regulations to correct misbehavior? If yes, howdo you see the effectiveness of measures applied sofar?

8. Do you have a mechanism like PTS committee to engageor work with partners like parents, police and otherstakeholders in your effort to combat misbehavior?Please elaborate on the performances, achievementsand gaps?

9. What are the most important lessons you learned andchallenges encountered in terms of

addressing the problem of student misbehavior?

10. What three priority measures you suggest for aneffective, efficient and sustainable response tostudent misbehavior?

Observation checklist

No

.

Misbehavior Never

observe

d

Always

observe

d

Sometim

es

observe

d

remarks

1. Having a negative

attitude toward

school.

2 Talking without

permission.

3 Failing to assume

responsibility for

actions.

4 Failing to bring

necessary materials

to class.

5 Displaying clownish

and foolish behavior.

6 Failing to follow

instructions.

7 Inattentiveness

during class.

8 Interfering with work

of others.

9 Failing to do in-

class assignments.

10 Being disrespectful

toward other

students.

11 Chewing or Smoking

tobacco.

12 Sleeping in class.

13 Being lateness to

class

Questionnaire for Teachers’ The objective of the study is to assess students’

misbehavior and coping strategies in Abuna primary and

secondary school, Soro Wereda, Hadiya Zone. To this end

this survey requests your opinion about issue related to

misbehavior and coping strategy in your class/school.

Responses to the survey are confidential and no individual

will be identifying in any report of the data.

Participation is also voluntary.

Thank you in advance!

I. Background Information

1. Sex: A. Male____ B. Female______

2. Educational Status: High School complete____

Diploma______

Degree_____ certificate______

3. Age: Under 20___ 21-30 years___ 31-40

years____ 41 and above___

II. The Questions

4. Have you ever noticed or experienced misbehavior in

school or in your classroom?

A. Yes B. No

6. Do you feel that misbehavior is a hindrance to the

learning-teaching process in your school/ your classroom?

A. Yes B. No

7. In general how stressful do you find student

misbehavior in your school/classroom?

A. Not at all stressful B. Mildly stressful

C. Moderately stressful

D. Very stressful E. Extremely

stressful

8. Have you ever conducted action research on student

misbehavior?

A) Yes B) No If No, why?

_____________________________________

9. Have you put in place appropriate rule and regulation

to redress the problem of student misbehavior? A. Yes B.

No

10. Are you satisfied with the school rule and regulation

regarding student discipline?

A. Yes B. No

11. Please suggest your opinion regarding the possible

solutions that could minimize student misbehavior

__________________________________________________________

____________

12. If you have further comments please indicate in the

space provided below?

__________________________________________________________

____________