Abstract:
Managing behavioural problems in schools, especially in Basic schools is well debated in the academia and in the field of practice. Missing in this debate is the extent to which the management of behavioural problems in the classroom is influenced by teacher professional knowledge and how this influence is moderated by teacher professional development. This study filled this gap. The study employed a descriptive survey design involving 300 participants who were sampled through Stratified and Simple Random Sampling techniques. Primary Data was gathered through the administration of questionnaire named Teacher Knowledge and Behavioural Management Questionnaire (TKBMQ) and analysed using frequencies, percentages, Mean Item Scores, Relative Importance Index and Hays process Model 1. The analysis revealed that bullying, lateness and truancy were the common behavioural problems in Primary Schools in the Tamale Metropolis. The study further revealed that lack of specialised knowledge, problem identifying pupils with behavioural problems, adaptation of curriculum and large class sizes were the major challenges faced by teachers in managing behavioural problems. It was concluded that teacher professional knowledge is very significant especially in situations where teachers have access to professional development avenues to continuously update their knowledge. It was therefore recommended that the Northern Regional Education Directorate should organize seminars and workshops frequently to equip teachers in the Metropolis with specialized knowledge and skills in handling pupils with behavioural problems.
