Assessment Of Students Misbehavior And Coping Strategies (in The Case Of Shashemene Secondary School).

This thesis argues that student misbehavior, deep-rooted in a complex web of factors, isrnamong the salient factors that affects the learning teaching environment and the personalityrnand performance of the student him/herself. This in turns determines the academicrnachievement at secondary school level and even beyond. It also claims that mismanagedrnmisbehavior has antisocial behavior as a detrimental outcome. In view of this, the study wasrnconducted to explore and describe the nature, prevalence, trends, severity, causes and effectsrnof student misbehavior along with the response mechanisms in Shashemene secondaryrnschools. Primary and secondary data were collected and analyzed. Quantitative datarnobtained from the survey of sample students (360) and teachers (74) as well as qualitativerninformation obtained from a total of 13 key informants and two FGDs constituted the primaryrnsources of data. Complementary and/or supplementary data was also obtained from thernreview of literature and pertinent documents. The results revealed that student misbehaviorrnthat disrupts the classroom environment are highly prevalent. Nearly one in four studentsrnmisbehaves in a year at Shashemene school. The problem of misbehavior is not only prevalentrnbut also very stressful. Besides, misbehavior has been worsening across time. Meanwhile,rnassessment of the causative factors uncovered Parent, Student, Teachers/School relatedrnfactors in their order of importance. Furthermore, it is almost unanimously agreed thatrnmisbehavior is a hindrance to the learning-teaching process in the school as it principallyrndisrupts the learning-teaching environment. Effects on the student’s personality were alsornemphasized, though damaging property was the least important effect. Eventually, thernfindings on the school’s response mechanism uncovered problems and gaps that are muchrnmore pronounced. Among others, failure to device and enforce tailor-made disciplinary rulesrnand regulations was the central tenet. In the end, the study draws conclusions, inter alia, onrnthe prevalence, magnitude, trends, cause and effects of student misbehavior as well as on thernproblems associated with the school’s response mechanism. Finally, recommendations arernput in order for improved response mechanism to combat the problem of student misbehavior

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