Classroom Behavioral Problem

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Classroom Behavioral Problem:

Its Effect to the Teachers of Maria Aurora Central School

S.Y. 2012 2013

In Partial Fulfillment of the Requirements

For the Degree

Master in Management

Major in Educational Management

ROWENA B. OLEDAN

July 14, 2012


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Chapter I

PROBLEM AND ITS SETTING

Introduction

Children acquire many skills as they grow. Some skills such as controlling urine and stool,

depend mainly on the level of maturity of the childs nerves and brain. Others such as behaving

appropriately at home and in school are the result of a complicated interaction between the childs

physical and intellectual development, health, temperament and relationship with parents, teachers

and caregivers. Behavioral and developmental problems can become troublesome that they

threaten normal relationship between the childs and others. Such behavioral problems such as

bedwetting can be mild and resolve quickly. Other problems, such as those that arise in children

with attention deficit/hyperactivity disorder can require on going treatment. Most of this behavioral

problem can easily be acquire by the children.

Many teachers ask what are the cause and effect of the behavioral problems.

In research, the researcher needs to know the effect of behavioral problems to the teachers

of Maria Aurora District, Maria Aurora, Aurora.


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Statement of the Problem

This study entitled Behavioral Problems: Its Effect to the teachers of Maria Aurora

District, Maria Aurora, Aurora SY 2012 2013

Specifically it attempted to answer the following questions:

1. What are the personal profile of the respondents in terms of:

a. Age

b. Sex

c. Civil Status

d. Highest Educational Attainment

e. No. of years in teaching

2. What are the different classroom behavioral problems?

3. What are the causes of behavioral problems?

4. What are the effects of behavioral problems to the teacher?

5. What are the implications of behavioral problems to the teachers?


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Conceptual Paradigm

Input Process Output

On this illustration, it shows the flow and the presentation of what are the effect of

behavioral problems to the teachers of Maria Aurora Central School. The center of the illustration

is the effect of behavioral problems to the teachers. Based on the outcomes, to change undesirable

habits, to minimize behavioral problems and to improved the behaviors of the children.

This only show that through the behavior of every child the teachers will have better

understanding about the effect of behavioral problems to their daily life, they will know also the

possible outcome of behavior to their teaching.

TeachersClassroom

Behavioral

Problems

Child lack of focus

To change undesirable

habits.

To minimize behavioralproblem and improved


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Significance of the Study

The result of the study would be utilize and understood by the following persons.

Administrative/Teachers

They must know first the behavioral problems of their child.

Why it is that behavior is a part of teaching. To know what are cause, effect and the

implication of behaviors in regards their teaching.

Parents

This finding helps parents to get valuable information regarding the cause, effect and

implication of behavior of their child in terms to their study. They must give full care, love,

discipline and guidance to their child to have a better behavior.

Readers

This study is very valuable mostly to the readers wherein they get important information

about the cause, effect and the implication of behaviors.

Scope and Limitation of the Study

The study entitles Behavioral Problems, Its effect to the Teachers of Maria Aurora

District, Maria Aurora, Aurora SY 2012 2013.

It will cover the profile of the respondents in terms of the variable age, sex, civil status,

highest educational attainment and occupational experience as a teacher.


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development, and educational intervention technique. Long, Morse, and Newmans (1965)

compilations contains a unique introductory section which deals with the experience of emotional

disturbance as described by fiction writers. This is followed by an attempted consolidation of many

classic articles of both a theoretical and a practical nature. Borth books, particularly Hellmuths

would have benefited by a careful analysis And discussion of the theoretical postures underlying

the different articles.

Kesser (1966) united her own clinical experience with a board review of the research and

theoretical literature to produce a book which a broad review of the research and theoretical

literature to produce a book which could serve as an excellent text or reference for those students

in the field of childhood disturbances a who prefer a psychoanalytic orientation. It is unfortunate

that her last chapter which pertains to primary and secondary prevention did not lead to a

reformulation of her earlier chapters.


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Chapter III

Methods, Procedures and sources of data

This chapter presents and discusses the research method, instrument used, sampling

procedures, research respondents and statistical treatment of data.

Research Method

The descriptive method and survey method was employed in this study. The research does

a survey, interviewed to the teachers of Maria Aurora District. This arms to gather information

about the studies.

Instrument Used

The instrument used in this study is by giving questionnaire to all Maria Aurora District

teachers concerned about the study.

The questionnaires consist of five (5) parts which were (part I) profile of the respondents

(part II) classroom behavioral problems (part IV) the effect of classroom behavioral problems to

the teachers (part V) the implication of classroom behavioral problems.

Data Gathering

The research was directly and personally interview and give questionnaire to the person

involve in this study and by means of their response to the questionnaire, the research tabulates and

analyze the given data about the study.


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Sampling Procedure

The questionnaire was the main tool used in gathering the pertinent data and information

needed for the studies. Before the questionnaire distributed the research asked the permission and

approval of the adviser, before it was finally conducted. Then after so many checking and

procedure, the approval the researcher conduct a survey using questionnaire to gather data.

Research Respondents

The respondents of this study of this study are the teachers of Maria Aurora District.

Statistical Treatment of Data

To treat the data collected, the researcher tallied the answer to the questions, then use the

frequency count percentage and weighted mean for the presentation analysis and interpretation of

the data.

Ranking system used from highest to lowest. The percentage technique was utilized to

quantity the response given by the respondents and presented by the formula

P = Fx106

TF

Where:

P = Percentage

F = Frequency

TF = Total Frequency (Total Number of respondents)


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The formula for weighted mean is

W = TWF

TF

Where:

WM = Weighted Mean

TWF = Total Weighted Frequency

TF = Total Frequency

For better interpretation of data, the following weights or numeral responses and verbal

interpretation are shown as follows:

Weight Arbitrary Numerical Verbal Interpretation

5 4.3 - 5 Almost

4 3.5 - 4.2 Always

3 2.7 - 2.6 Often

2 1.9 - 2-6 Sometimes

1 1.0 - 1.8 Never


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In the Second Part of the following Scale was used:

5 4.3 - 5 Strongly Agree

4 3.5 - 4.2 Agree

3 2.7 - 3.4 Fairly

2 1.9 - 2.6 Disagree

1 1.0 - 1.8 Strong disagree

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Classroom Behavioral Problem