Students Behavioral Problems In Governmental Secondary Schools Of Arada Sub-city In Addis Ababa

The purpose of the study was to assess students’ behavioral problems and their relevant causesrnrelated to the family, schools, teachers, curriculum, community and peer group pressure, as wellrnas, to review the offering approaches to improve them. The members of the study were selectedrnfrom Meskerem secondary school, Betelhm secondary school and W/ro Kelemewerk preparatoryrnschool of Arada Sub-city in Addis Ababa. The quantitative data was gathered by the help ofrnquestionnaire from teachers and students and was analyzed by descriptive statistics that consistrnof weighted mean and percentage. The qualitative data was gathered from principals/viceprincipalsrnand school counselors by interviews and was analyzed using narrative methods.rnAvailable sampling, purposive sampling and stratified random sampling methods were used tornselect the respondents of the study. According to the finding of the study the types of students’rnbehavioral problems, the leading ones were late coming to school, dress code violations,rnabsenteeism/truancy, argumentativeness/ defiant disruptive behavior, and inattentiveness.rnConcerning to causes that are indorsed to the family, the study confirmed low socio-economicrnstatus and inadequate monitoring. Like school and administrators related factors, the findingrnrevealed lack of awareness to the problem as an illness, poor commitment to cooperate with thernstaff members and the school premises not conducive. From the teachers’ side, the study showsrnbecoming poor models and absence of preventive and corrective measures. Causes consideredrnwith the curriculum were absence of ethical and moral teaching and becoming out of the societalrnmental health building. The communities’ negative influence and technology misuse as well asrnpeer pressure considered as a major causes. Furthermore, the approaches delivered to improvernthe students’ behavioral problems were inappropriate. Finally, the researcher likes tornrecommend that, school leaders and teachers’ should aware behavioral problems which needrnpsychological treatments as well as the schools have an organizational duty to apply applicablerntreatment approaches.

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