The Relationship Between Pre-school Teachers Attitudes Beliefs Expectations Experiences And The Strategies They Employ To Manage Childrens Problem Behaviors In Reference To Cherry Orchard Academy

The major intent of this study was to investigate pre-school teacher’s attitudes,rnexpectation, experiences; and the strategies they employ to manage children’srnproblem behaviors. Problem behavior in school is a worldwide problem that canrnhave negative consequences for the general school climate. This problemrnbehavior does not only negatively impact upon their own developmentalrnoutcomes, but can also have negative consequences for the teacher. Thesernconsequences lead to an inability of teacher to manage behavior problems in thernclassroom, which is rated the most serious problem facing teachers and qualityrnof teacher’s interactions with the students is increasingly acknowledged as arnmajor importance for student’s success in school. This study was conducted inrncherry Orchard Academy which is found in KolfeKeranio sub-city, Addis Ababa.rnThe study employed qualitative case study design, three children with problemrnbehavior, their homeroom teachers and parents’ of children with problemrnbehavior, were purposely selected using critical case sampling method consistingrnof three months of observations of students’ behavior inside the classroomrnsetting and interviews with teachers and focus group discussion were used torncollect data from parents’ of children with problem behavior. In addition to this,rnin quantitative study, the questionnaire was administered to all seventeenrnteachers in the school to investigate the researcher questions. The resultrnindicated that when problem behavior appeared in the classroom, the teacherrnfeeling of frustrations, negative attitudes and assumption towards their studentrnemerged

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