A Study to Evaluate the Effectiveness of a Planned Teaching Programme on the Knowledge of Primary School Teachers Regarding the Management of Selected Behavioral Problems in School Children in Selected English Medium Schools of Gandhinagar City, Gujarat

Abstract

Emotional instability and maladaptive in school going children can significantly hinder their overall development and often serve as early indicators of future antisocial behavior and psychological health challenges. Mental health concerns like anxiety disorders, mood disturbances, Oppositional Behaviour (ODD), hyperactivity and Attention regulation issues (ADHD), and behavioural conduct problems (CD) can emerge during these years, causing distress to both children and their families. These issues are associated with increased risks of low self-esteem, strained peer and family relationships, poor academic performance, early school dropout, adolescent homelessness, substance abuse, and even criminal behavior. This study was undertaken to evaluate the impact of a structured educational intervention aimed at improving Level of understanding among primary teachers on dealing with selected behavioral problems among children in Gandhinagar, Gujarat. The specific objectives were to assess baseline knowledge, implement the educational intervention, and examine the relationship between knowledge levels and identified socio-demographic attributes. A quasi-experimental research design was adopted, involving a sample of 60 primary school teachers Identified through a non-random sampling method. Data were gathered using a Standardized knowledge assessment tool. The findings revealed a marked improvement in knowledge after the intervention, with the mean post-test score rising to 19.05 from a pre-test score of 11.75, reflecting a mean difference of 7.3. This improvement was statistically significant, as indicated by a calculated t-value of 15.95. Furthermore, demographic factors such as gender were found to have a significant association with pre-test knowledge levels. To conclude, the investigation demonstrates that the structured educational intervention proved successful in improving teachers’ understanding of how to address behavioral issues in children.