@article{ref1,
title="Understanding the causes and management of problem behaviour in Zimbabwean schools: teacher perceptions",
journal="International journal of inclusive education",
year="2014",
author="Chitiyo, Morgan and Chitiyo, George and Chitiyo, Jonathan and Oyedele, Victoria and Makoni, Richard and Fonnah, Davidson and Chipangure, Luke",
volume="18",
number="11",
pages="1091-1106",
abstract="Problem behaviour continues to present a challenge for school-teachers worldwide. Since school-teachers around the globe have different conceptualisations of what constitutes problem behaviour, the purpose of this study was to examine the perceptions of Zimbabwean school-teachers about their perceived causes of problem behaviour among students in school, and how they usually deal with the problem behaviours. A Problem Behaviour Survey developed specifically for this study was administered to a convenience sample of 62 teachers enrolled in a part-time postgraduate diploma at a local university in Zimbabwe. Participants identified bullying, fighting, violence, fighting, truancy, drug/alcohol abuse and sexual immorality as the most prevalent problem behaviours in their schools. <br><br>RESULTS of this study also demonstrated that few teachers thought that physical punishment was an effective way to manage problem behaviour and that school-teachers should be allowed to use it. These findings were important in helping school-teachers and administrators to develop a better understanding of problem behaviour in their schools as a pre-requisite to the development of more effective behaviour management practices.<p /> <p>Language: en</p>",
language="en",
issn="1360-3116",
doi="10.1080/13603116.2013.875068",
url="http://dx.doi.org/10.1080/13603116.2013.875068"
}