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

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.

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?

Conceptual Paradigm

Input

Process

Output
To change undesirable habits. To minimize behavioral problem and improved behaviors of the

Teachers

Classroom Behavioral Problems Child lack of focus and inability to sit

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.

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.

It indicates here the cause, effect of behavioral problems as well as the implication of behaviors to the teachers. Definition of Terms: Classroom Behavioral Problems a behavior of the child that affect the teachers. Cause an issue arousing great interest on classroom behavior. Effect something made to happen by a child who has a behavioral problem. Implication indirect suggestions to minimize classroom behavioral problems. Teacher the respondents of the study

Chapter II REVIEW OF RELATED LITERATURE & STUDIES The review of related literature and studies covered the comprehensive reading of local and foreign literature published in the Philippines and other countries. It likewise included the review of studies in the local setting as well the overseas world. Related Literature According to JOHN P. GLAVIN and HERBERT C. QUAY Numerous publications have appeared recently on the subject of emotionally and socially maladjusted children. The majority of the articles, however, have been description of projects, clinical case studies, or suggested methodologies without supporting data. For seasons of both space and scientific relevance, this review is limited mainly to research papers and articles from ore readily available sources. As a result, theoretical approaches which lend themselves to programmatic research may be over represented. In this report, learning theory, continues to be a dominant force in the field. The few exceptions to the above limitations are primarily early reports of long-term studies which appeared to have major significance for the field. Public school programs and teacher training facilities for emotionally and socially maladjusted children have flourished. Scheurs survey of the United States and its affiliations showed that since 1962 there had been a three-fold increase in the number of states and U.S. associated territories reporting special teacher training program for disturbed children. A number of compilation of reading have appeared in recent year to accompany the growth of the field Hellnuths (1966) book consist of 19 papers covering a diverse range of topics, programs, and problems. Considerable emphasis is given to psycho educational programs, perceptual

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.

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.

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)

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 5 4 3 2 1 Arbitrary Numerical 4.3 - 5 3.5 - 4.2 2.7 - 2.6 1.9 - 2-6 1.0 - 1.8 Verbal Interpretation Almost Always Often Sometimes Never

In the Second Part of the following Scale was used: 5 4 3 2 1 4.3 - 5 3.5 - 4.2 2.7 - 3.4 1.9 - 2.6 1.0 - 1.8 Strongly Agree Agree Fairly Disagree Strong disagree