Abstract:
This study examined the influence of teachers’ knowledge and attitude on their management strategies for students with Emotional and Behavioural Disorders (EBD) in second cycle institutions in the Volta Region. The theoretical and philosophical arguments of this study were grounded in the self-efficacy theory, attachment theory and the multiple intelligence theory. The population was 4539 teachers and the final sample size was 280. The study employed the Convergent Paralled mixed method design. That is, methodologically, a combination of both interpretivism and positivism approaches were adopted through the use of questionnaires and interviews with teachers in public second cycle institutions in the Volta Region of Ghana. The quantitative data gathered were analysed using independent samples t-test, ANOVA and Pearson’s Product Moment Correlation while thematic analysis was done on the qualitative data. The study found that the teachers had high knowledge of prevalence of EBD as well as positive attitude towards students with EBD except that they did not feel adequately prepared to meet the needs of students with EBD. The study also found that teachers mostly used proactive stratesgies in managing students with EBD. The study concluded that teachers with higher educational background have more considerable knowledge about EBD and generally, teachers’ choices of strategies in managing students’ problem behaviour is not influenced by their attitude. The study recommended that a guide on identification, characteristics and management strategies of EBD should be developed by the Ministry of Education to be used by teachers. There should also be regular in-service training for teachers on students with EBD.
