Knowledge among teachers related to behavioural problem in school children

The research design used was one–group Pre-test Post-test experimental design; Non-Probability Convenience sampling method was used. Sample selected from the school teachers. The samples consisted of 7 male & 53 females from Dr. D. Y. Patil Public School Pimpri, Pune and Bharatiya Jain Sanghatana's Primary School, Pimpri, Pune which were selected as per the criteria. A Structured Interview questionnaire was prepared for assessing knowledge regarding the behavioural problem in school children.

Majority (45%) of the teachers were from the middle age group of 26–45 years. Majority of samples 88.34% were females. Most of the samples were in the educational qualification of B. Ed. 40% and only 3.34% had M. Ed. education qualification. Majority of the teachers 86.66% were married. Most of the samples (53.33%) were in the Designation of Class Teacher. Majority of the teachers 38.33% had 1–5 years teaching of teaching experience and a lesser number of teachers 20% had above 15 years of teaching experience. Majority of the teachers 55% had previous knowledge about behavioural problem in children and rest of them i.e. 45% had no previous knowledge about behavioural problems in children. 33.33% teachers had attended workshops or course related to learning of behavioural problem in school children.

Majority (93.34%) of the school teachers in pre-test of the experimental had an average knowledge score (8–14). Whereas in post-test a majority 75% of the school teachers had a good knowledge score (15–20).

The researcher applied paired ‘t’ test to know the difference between the average scoring of before and after planned teaching to respondents. Since P value is less than 0.05 (P value = 0.00), there is significant difference in the average score. The researcher can conclude at 5% level of significance and 59 degrees of freedom that planned teaching provided by them is really increasing the average score. It means planned teaching has proved to be effective.

The calculated ‘P’ value is 0.000 at 0.05 level of significance, which means that H₀ is rejected and H₁ is accepted. There is a significant difference between the average values of pre and post, related to behavioural problem in school children. This gives an interpretation, that there is a significant gain in the knowledge score of the samples in the post-test phase. This indicates that the planned teaching is effective in increasing the knowledge of the school teachers regarding behavioural problem seen in the school children.

“Study to assess the effect of planned teaching among the school teachers regarding behavioural problem in the selected schools of PCMC in Pune city”