CHALLENGES FACED BY THE TEACHER IN THE LEARNERS

BEHAVIOUR AND THEIR COPING MECHANISM

An Undergraduate thesis title proposal presented to the committee on researh of

datu Ibrahim pendatun paglas foundation inc.in partial fulfillment of
requirement for the graduating for the degree
Bacelor of elementary Education.

ANSORI K. AKMAD

JULY 2020
 Chapter 1

INTRODUCTION

BACKGROUND OF THE STUDY

Pupils behavioral can affect their ability to learn as well as other learning

environment .learners who behave disruptively by bullying other pupils, talking

during lecture or by interrupting of the lesson discussion can have a negative effect on

an entire classroom. Every child is special, in way that each and every one of them

has their own talent , skills, character, and specially behavior is the way in which one

acts or conduct one self , specially towards other in psychology, behavior consists of

an organism reactions to its environment. It can be modified according to positive or

negative reinforcement from the organisms environment or according to self-directed

intentions.

Beaman, Wheldall and Kemp (2007) returned to the issue of troublesome

classroom behaviors ten years later in order to update their literature review. Their

review once again confirmed the earlier findings that, classroom behavior is of great

concern to teachers, the main classroom disruptions are relatively trivial. Once again

talking out of turn topped the frequency list and again these behaviors happened so
often that they ultimately caused considerable stress for teachers. As in previous

research, boys were consistently identified to cause more difficulty for teachers than

girls. In summary, over a period of twenty years, research focused on student

behavior difficulties has consistently found that, generally, schools are functioning

effectively and that most of the behaviors that teachers find difficult are relatively

minor, but high infrequency. It is these repetitive behaviors that teachers find

challenging.

This challenges therefore urge the researcher to conduct study entitled

challenges faced by the teachers in the learners behavior and their coping mechanism.

at East District Datu Paglas Maguindanao.

STATEMENT OF THE PROBLEM

This study sought to investigate on the challenges faced by the teachers in

learners behavior and their coping mechanism

specifically, it attempted to answer for the following questions:

1.What are the challenges faced by the teachers in the behavior of their learners?

2. What are the coping mechanism of the teacher towards the behavior of their

learners?
3. Is there a significant relationship between the challenges face by the teachers and

their coping mechanism?

THEORITICAL FRAMEWORK

We learn behavior through classical or operant conditioning (collectively

known as * learning theory) . all behaviors, no matter how complex , can be reduced

to a simple stimulus. behaviors make them ‘irritating and time-wasting and, over

time, ultimately exhausting and stressful’ (1997, p. 53).

Notably, Zionts (1985) contends that the teacher dealing with behavior

problems, has little difficulty in identifying these learners – what teachers need in not

a clear – cut definition, but guidelines on how to understand and assist these learners.

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Challenges faced by Coping mechanism

the teacher
FIGURE1.1 Schematic Presentation of independent and dependent variables,

SIGNIFICANT OF THE STUDY

The result of this research may be significant to the following:

The administrator- The result of the study helped them formulate on the school

policies and guidelines on learners with behavioral problems

The teachers- It l helped them in disciplinary action to those learners with behavioral

problems

The learners- For them to be aware on their behaviors at school.

The Parents – It gave them information on learners with behavioral problems

SCOPE OF DELIMITATION OF THE STUDY

This study focuses only on the challenges faced by the teachers in their

learners behavior at East District Datu Paglas Maguindanao this was conducted this

school year 2020-2021.

DEFINATION OF TERM

The following terms were operationally defined:

ADHD (Attention – deficit/ hyperactivity disorder) - Refers to learner who are always

talking without permission, hyper activity and impulsivity.

AGGRESSIVE BEHAVIOR – Refers to the learners who are always fighting, kicking,

spitting, etc

ARGUMENTATIVE – refers to confrontational learners.

BEHAVIORAL PROBLEM - Refers to being misbehavior of the respondents.

BEHAVIORAL- Refers to the attitude of the respondents

CONDUCT DISORDER - Refers to learners who are Aggression towards people and

animals, Deceitfulness / theft, violations of rules (Truancy), Destruction of property

DECEIT – Refers to dishonest learners

LEARNERS- Refers to the respondent.

OPPOSITIONAL – refers to learners who are always resisting the teacher.

OPPOSITIONAL DEFIANT DISORDER – Refers to learners who are not compliant,

oppositional, annoying and argumentative behavior.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter present the related literature and studies related to the study

Behavioral Problem

According to Webster’s new collegiate dictionary (1973) ab means “away”

while normal indicates the “average”, “the standard” and “regular”. The concept

abnormal thus indicates away from the normal or average and according to common

usage it assumes that the direction of deviation is usually negative or pathological.

Judgment is the factor according to which behavior is going to be determined as being

to be disordered, abnormal, or problematic Wicks Nelson & Israel ( 1984).

Apter & Conoley ( 1984) regards deviant behavior namely acting out,

stealing and lying, as behavior that can be attributed to so called “normal” learners

and consequently should therefore not be associated purely with behavior problems or

as he phrases it “troubled learners” Laslett (1972) talks about maladjusted learners.

He describes them as learners who show evidence of emotional instability or

psychological disturbance and who require special educational treatment in order to

affect their personal, social and educational readjustment.

Related Studies

Issues related to student behavior increasingly are becoming a shared concern

especially as ‘behavior is one of the dominant discourses of schooling’ (Ball,

Maguire, &Braun, 2012, p. 98). In many countries like Australia, there is a growing

sense of social and moral panic about students’ behavior in schools (Ball et al., 2012).

The media reflect society’s unease by consistently reporting widespread public and

political concern over allegedly negative and deteriorating student behavior in the

nation’s public schools (e.g. Barr, 2009; Cameron, 2010; Donnelly, 2009; Watson,

2012).Politicians, systems and schools are producing a plethora of policies, strategies

and practices that promote a sense of ‘control’. Earlier international research

(Wubbels,2007) suggests that the ‘problem’ has been overplayed. Yet what do we

know about the nature and extent of problems related to student behavior in today’s

schools?

A Brief Review of Classroom Behaviors Studies In response to media reports

and professional association concerns throughout the 1980s that levels of violence

towards teachers and lack of discipline had increased in schools, the British

government established the Elton Enquiry (Department of Education and Science,

1989) into discipline in schools. This enquiry found that most behaviors of concern to

teachers were relatively trivial, but persistent. ‘Talking out of turn’, ‘hindering other

pupils’, and ‘calculated idleness or work avoidance ’and‘ verbal abuse towards other
pupils’ were among the behaviours most frequently mentioned Following

considerable public debate about discipline in schools, a team Of South Australian

researchers (Adey, Oswald, & Johnson, 1991) conducted a series of surveys

on teachers’ views of discipline in schools. They employed a modified version of the

questionnaire used in the Elton Enquiry to investigate the views of over 3000 teachers

in metropolitan and country, public, private and Catholic schools across the state. In

general terms, the findings were similar to those of the Elton Enquiry; that is, a

consistent pattern of minor discipline problems was found from Reception to Year 12.

The most common misbehaviors included idleness and work avoidance, hindering

others and talking out of turn. Serious behaviors such as physical destructiveness and

aggression were relatively uncommon. In essence, the findings did not support the

widespread concern about students being out of control in the school system.

However, it was clear that many teachers did experience minor but persistent

discipline problems on a regular basis. The authors concluded that, although the

actual behaviors seemed somewhat minor, they impeded learning and their repetitive

nature was major source of teacher stress. In a review of the literature on teacher

perceptions of troublesome classroom behavior, Beaman and Wheldall (1997)

concluded that media reports of violence in schools were sensationalist. Their review

showed that, consistent with the earlier reports (Department of Education and

Science, 1989; Johnson, Oswald, & Adey, 1993), most of the misbehavior in schools

was innocuous. For instance, talking out of turn was found to be the first choice of
almost half of the teachers in all samples that they reviewed. This was followed by

hindering other students, and idleness and slowness. Although relatively trivial, the

authors agreed that the high frequency of these. student how they can use appropriate

behaviors to replace problem behaviors and consistently providing positive reinforcement

when they so can increase student chances of experiencing and behavioral success.

By Michael Epstein and Mark Atkins. Research has focused predominantly on how

teacher affect student s achievement on test despite evidence that a board range of attitude

and behavior are equally important to thei long-term success. by David Blazar and matthew a

craft Student can engage in problematic behaviors because of health problem, adjustment or

developmental issue or general academic difficulties. By Kowalski,2003 Behavioral in the

student at school interfere with his lessons and may disturb other student .in spite of teachers

best effort , not all children rise up to the expectation . behavioral problem are a major

challenge for teachers this study was undertaken with the aim looking into awareness of

teacher into the existence of psychological problem in their student and to find out the type

of problem present in the student.

By sharmandita Pupils misbehavior is a problem affecting school across the nation.

The study focused on student/pupils misbehavior in the context of personal, emotional ,

social spiritual , economic and psychological influences . by Bernardo Jr. Asperin

Zabala.Learning behaviors of student/pupils are the key to either success or failurein theirb

ventures. Fo educational setting, there is the outcomes based requirements that verifies

students learning. Marita G.Sachezhe Learning behaviors of students are the key to either

success or failure in their ventures for education setting , there is the outcome based

requirement the verifies student learning .however there are also factors affecting their
learning behaviors by.May Grace S.Salvador. This is a study of frequency of occurrence of

the behavioral problems in school and the severity of those problems as perceived by school

principle by. Milagros D. Ibe determined the behavioral intermediate pupils as perceive by

the teachers in selected pupils in public elementary school. By Jennylyn A. Ama

The survey on learners behavioral problem would probably lead to an increase

in poor behavior the empirical investigation , particularly the application of the

chisquare test, indicated no positive relationship between the survey learners

behavioral problem.

The study wanted to determined different behavioral problems occurring in Datu

Paglas North District children, the manners , action and performances that were prominent

in the childrens behavior.

CHAPTER 3
 METHODOLOGY

This chapter consist of the methodology use in this study

RESEARCH DESIGN

This study uses descriptive design in determining the challenges faced by the

teachers in their learners behavior at East District. This design is best method to

apply in this study since it is survey in nature.

LOCALE OF THE STUDY

The study was conducted in the selected elementary schools at East District

namely: isulat mo ung names ng mga school dito

RESPONDENTS OF THE STUDY

 The respondents of the study were the elementary grade teachers of Datu

Paglas East District Who were currently teaching for the school year 2020-2021

SAMPLING METHOD

This study uses purposive sampling in selecting the target respondents.

RESEARCH INSTRUMENT

Survey the questioner is the main instrument in this research and personal

interview as supplementary tool in gathering the data needed to determine the

challenges faced by the teachers in their learners behavior at Datu Paglas East district.

DATA GATHERING PROCEDURE

 Before the conduct of the study ,the researcher sought the permission letter

from the Dean of the College and a letter of introduction from the undergraduate

thesis coordinator. Upon the approval the researcher immediately distributed the

questioner to the target respondent .

STATISTICAL TOOLS

After the data gathered was tallied, tabulated and presented in tabulator form

and uses simple statistical tools such as frequency count. Percentage distribution ,

mean and grand mean in analyzes.

SURVEY QUESTIONNAIRE
Sir/Ma’am,

Good day!
I am humbly asking your help to answer this questionnaire complete my research
as one of the requirements in my course (BEED). Your will remain confidential.
Thank you very much!

Part I. Behavioral problem of the learners

Direction: Please put a check mark (/) on the space provided that corresponds to your
choice using the given questions using the scale.

3. Always
2. Sometimes
1. Never

INDICATOR 3 2 1
(A) (S) (N)
1. Cheating
2. Lack of respect towards authority and
fellow learners.
3. Noisy
4. Bullying fellow learners
5. Making nonsense things that distracts the
class.
6. Not able to do their given homework.
7. Coming to class late.
8. lazy
9. Attention seeker
10. Use bad words when talking.
11. Fighting with other learners.
12. philosophical pupils
13. leaving the classroom without permision
14. Teacher attribute
15. Absent during classes hours.

Part II: Teacher’s Coping Mechanism

Direction: to avoid learners’ misconduct, will do something and the
following are some actions to be applied towards these misbehave learners for
their better future. Please put a check mark (/) on the space provided that
correspond your choice using the given indicators and scale.

3 Always 2 Sometimes 1Never

INDICATOR 3 2 1
(A) (S) (N)
1. Is delivered contingently upon student performance of
desirable behaviors or genuine accomplishment
2. Specifies the praiseworthy aspects of the pupil’s
accomplishments.
3. Is expressed sincerely .showing spontaneity .variety
and other on verbal signs of credibility
4. Is given for genuine effort .progress, or
accomplishment. Which are judge according to
standards appropriate to individuals.
5. Provide information to pupils about their
competence or the value of their accomplishment.
6. Helps pupils to better appreciate their thinking.
Problem solving and performance
7. Attribute pupils success to effort and ability .
Implying that similar success can be expected in the
future.
8. Uses of in-school suspension program which
include guidance support, planning for change and
skill building.
9. Collaborates with misbehaving learners on
developing and signing contingency contract to help
stimulate behavioral change.
10. Home visitation reinforcement to discuss with the
parents their misbehaving children for them to be
aware and help.

Thank you and more power!

ANSORI AKMAD
Researcher