Teachers' perceptions of behaviour difficulties in Year 4 primary schools with particular reference to social skills training

Abstract

The aim of the dissertation is to examine teachers' experiences of, and views on, children with Emotional and Behavioural Difficulties. More specifically, it investigates Primary School teachers' perceptions of the nature and causes of behaviour difficulties and the education of pupils exhibiting such behaviour. It also explores teachers' views on the management of such pupils, particularly the role of Social Skills Training in modifying pupil behaviour. All Year 4 teachers in state Primary Schools were selected for this study and a detailed questionnaire was sent to all these teachers. About 41 % of the questionnaires were returned. One of the main recommendation of this project is that teachers need to look at the behaviour problem from a holistic, systeinic perspective, thereby they would appreciate the role that the school and the teacher play in the generation and maintenance of the problem. Another conclusion is that teachers tended to focus mainly on undesirable behaviour and punishment rather than on promoting positive reinforcement. A number of recommendations on the classroom management and the promoting of pro-social behaviour within the mainstream Primary Schools, including the development of a school policy, are proposed in the light of the findings and research literature. Teachers appear to be quite concerned about the pressures of exams during the year and suggest that education needs to be less exam oriented, so that they would be in a better position to cater for different needs of the pupils. Many of the teachers are in favour of the Inclusive Education of pupils with behavioural difficulties, although they argued that more support and resources have to be provided. Teachers believed in Social Skills Training, although concern was expressed about the generalisation of the learnt skills. Thus it may be more effective if they are organised, within the curriculum by the teachers themselves through support and training from the Education Division and if they involve the parents.