Volume 4, Issue 2, February – 2019 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

A Study to Assess the Knowledge of Primary School

Teachers Regarding Behavioural Problems and their
Prevention among School Going Children in Selected
Government Primary Schools at Bagalkot with a View
to Develop an Information Booklet
Rajanidevi S1. Hiremath, Dr. Bimlarani2
1
Ph.D Scholar Himalayan University Itanagar, Arunachalpradesh
2
Guide Himalayan University Itanagar, Arunachalpradesh

Abstract:-
 Interpretation and Conclusion
 Background and Objectives The present study revealed the primary school
Teachers play a vital role in promotion of health and teachers had considerably moderate knowledge (58.82%)
prevention of disease. For implementation and efficient regarding behavioural problems and their prevention
monitoring the teachers should posses’ adequate among children. The enhancement in knowledge is
knowledge regarding child psychiatry. It is the greatly required on all the aspects of behavioural
responsibility of the teachers to detect the behavioral problems.
problem as earliest as possible so that prevention can be
initiated. This study was conducted to assess the I. INTRODUCTION
knowledge of primary school teachers regarding
behavioural problems and their prevention among school School plays a crucial and formative role in the
going children in selected Government primary schools in spheres of cognitive, language, emotional, social and moral
Bagalkot; with a view to develop an information booklet. development of children. There is now a growing recognition
that schools have a significant role in promoting mental
 Methods health. Teachers are powerful groups who have in their
Descriptive survey approach was adopted, to collect process of education studied the nature of individual growth.
the data. Self administered structured questionnaire was This has equipped them to be in a position to shape and
prepared and administered to 100 primary school reshape behaviours that are warranted. Nearly one in five
teachers between 1-7th standard based on Simple random children and adolescents will have emotional and behavioral
sampling technique at Bagalkot. disorders at some times in their youth. Mental disorders in
schools amount to 3.12 % in students. Even by conservative
 Results estimates 10% of the child population suffers from mental
Majority 31% of subjects belongs to the age group of disturbances with serious associated impairments including
51-60. 50% of subjects were males. 69% of subjects learning problems, health problems and during abuse any
belong to Hindu religion. 43% of subjects were M.A given time. At least 3% of school age children suffer from
Graduate and only 14% were M.Com Graduate. serious emotional disturbances at any given point of time.1
Majority 53% of subjects were married. 43% of subject’s
child age was less than 6 years and only 15% had child The quality of childhood life solely depends on the
with age group 12years and above. 50% of subject’s had type of environment. School and neighborhood unhealthy
experience below 5 years. 37% of subject’s were teaching social surroundings can put them at stress and can increase
languages. 85% of subject’s were not identified any kind their vulnerability to develop emotional disorders. As
of abnormal behavior in children. Majority 42% of children are easily amenable to different stresses and strain, it
subject’s did not attend mental health programme. is imperative on the part of parent and teachers to know the
Majority 84% of subject’s had parent teacher association intricacies of a healthy psychosocial environment leading to
and only 16% had no parent teacher association. 35% of behavioral patterns which are personally satisfying and
subject’s had parent teacher association meeting and socially acceptable.2
overall mean knowledge score of the respondents found to
be 58.82.

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Volume 4, Issue 2, February – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Schools have an unprecedented opportunity to improve enhances the child’s self esteem and fosters positive
the lives of young people with nations moving towards a relationship with the children and their parents. if the teacher
commitment to universal education. Schools are finding it is well equipped with the knowledge of child development
necessary to expand their roles by providing health services and interpersonal process he or she will be able to play an
to deal with factors interfering with schooling. The years of important role in ameliorating the behavioral problems of
primary, secondary and high school education become children.10
increasing burden and stressful with various languages that
have to be learnt and an increasingly heavy load of syllabus. 3 A community based comparative study on the
prevalence of neurological disorders in Bangalore, India. The
There is a growing recognition that schools may play a prevalence rate in urban and rural populations was 21, 90 and
significant role in producing psychopathology, especially due 4,070 / 1, 00,000, respectively, implying that neurological
to the formative influences of school as normal as well as disorders were twice as frequent in rural areas as in urban
pathological development. It therefore become imperative to areas.11
view the school’s system from the perspectives of primary,
secondary and tertiary prevention with reference to the A study conducted on pre-school children’s
child’s mental health.4 mathematical knowledge; the effect of teacher ‘’ math talk”.
This study examine the relation between the amount of
Teachers have an immense impact on young children’s mathematical input in the speech of pre- school or day care
mental health. They enjoy a very important position in the teachers and the growth of children’s conventional
formation of healthy mind in then as reported by UNESCO. mathematical knowledge over the school year. The amount of
There are almost 43 million teachers around the world at the teacher’s math related talk were significantly related to the
primary and secondary levels. The size alone of the teacher growth of pre-schoolers conventional, mathematical
population is of public health significance.5 knowledge over the school year but was unrelated to their
math knowledge at the start of school year. 12
It is in this context the importance of a teacher becomes
vital in safeguarding the mental health of children. This is A study on assessment of behavioural problems in
especially true in the case of Indian situation where there is children with intellectual disability. Epidemiological data
considerable shortage of mental health facilities for children. showed high prevalence of emotional and behavioural
Teacher’s perception is essential in planning and problems in children with intellectual disability. 13 therefore
implementing like skill education, mental health education, the Investigator has undertaken the particular study to assess
psycho social intervention and professional referral when the knowledge of primary school teachers regarding
necessary.6 behavioural problems and their prevention among children.

Teachers have been utilized for school health A child is an important asset to the family, society and
programmes in health status assessment and health education. nation. It is a precious gift, and has a lot of potentials within.
Since there is considerable shortage at mental health The child can be a best resource for nation if developed and
professionals, schools teachers can make important utilized well. Positive health both in mind and the body is an
contributions in the promotion of mental health of children. inevitable factor to be considered in human resource
The opportunity that teachers have for interpersonal development. Thus improving the health, especially that of a
relationship greatly contribute to the mental health of child will be a cost effective way for the nation development.
children.7 Only a healthy can be developed into a healthy citizen. Being
the greatest assets, they provide the foundation for the future
II. NEED FOR THE STUDY health and strength of the nation. It should also be kept in
mind that every human being born has the right to live – to
The school is an educational institution where groups of live in such a way as to achieve his optimal growth and
pupils pursue defined studies at defined levels; receive development of potentialities.13
instructions from one or more teachers. The school health
service is one of the aspects of community health nursing, it Common Behavioral Problems in Children
refers to providing need based comprehensive services to These may manifest as disturbance in:
pupils to promote and protect their health, control diseases  Emotions e.g. anxiety or depression
and maintain their health.9  Behavior e.g. aggression
 Physical function e.g. psychogenic disorders
School teacher’s, who spend majority of there working  Mental performance e.g. problems at school
hours interacting with children, observing them, have
opportunity to identity changes in their behavior. In order to This range of disorders may be caused by a number of
do this effectively, all teachers should have training to factors such as parenting style which is inconsistent or
develop skill in positive interaction technique which

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Volume 4, Issue 2, February – 2019 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
contradictory, family or marital problems, child abuse or programme, parent teacher meeting and parent teaching
neglect, overindulgence, injury or chronic illness, separation association.
or bereavement. The child's problems are often multi- Dependent variable: Knowledge of teachers regarding the
factorial and the way in which they are expressed may be prevention of behaviour problems.
influenced by a range of factors including developmental
stage, temperament, coping and adaptive abilities of family, OPERATIONAL DEFINATION
the nature and the duration of stress. In general, chronic
stressors are more difficult to deal with than isolated stressful a) Assess: Refers to measurement of the scores through
events. Children do not always display their reactions to statistical method.
events immediately although they may emerge later. b) Knowledge: refers to understanding and awareness
Anticipatory guidance can be helpful to parents and children gained by training and experience regarding meaning,
in those parents can attempt to prepare children, in advance, causes, clinical features, diagnosis and management of
of any potentially traumatic events e.g. elective surgery or behavioural problems as elicited by knowledge
separation. Children should be allowed to express their true questionnaire.
fears and anxieties about impendingevents.13 c) Behavioural Problems: refers to an abnormality of
emotions, behaviour or relationship which is sufficiently
A study was conducted on parent- and teacher- severe and persistent to handicap the child in his social or
reported behaviour problems of first graders. Parent’s personal functioning and to cause distress to the child,
information about behaviour, problems and life situation of their care gives and to the people in the community, such
children before and after first year of school were analysed as, thumb sucking, stammering, reading difficulty,
and compared with data from teacher reports. The results of arithmetic problems, hyperactivity, and nail biting.
the study contribute to the question how children deal and d) Children: refers to school age children those who fall in
cope with the new situation coming to school. The findings the category of 6-12 years of age.
of a high rate of attention problems at school and the close e) Information booklet: refers to a form of booklet which
relationship between behaviour problems and achievement contains more information regarding selected behavioural
lead to the conclusion that an early prevention of behaviour problems and their prevention among school going
problems is essential to promote school performance. 14 children.
f) Teacher: refers to the person who is qualified in primary
To the best of investigator’s Knowledge this type of school teacher training and teaching in selected
studies have not been conducted in Bagalkot district on Government Primary Schools.
school teachers so the investigator felt strong need to assess g) Government schools: It is government institute and it is
the knowledge of primary school teachers regarding a teaching and learning activities centre and located
behavioural problems and their prevention among school within the Bagalkot.
going children.
ASSUMPTIONS
III. O B JECTIVES O F TH E ST UDY
1. Primary school teachers will be having some knowledge
Objectives are the guiding forces for a researcher regarding behavioral problems and their prevention
throughout his study. The explicit description of objectives is among school going children.
essential to come out with meaningful research. With this 2. The tool prepared by the investigator will be sufficient to
background the objectives for the current study are as collect the data.
follows: 3. Development of an information booklet based on the
1. To assess the knowledge of primary school teachers assessed knowledge regarding behavioral problems and
regarding behavioral problems and their prevention in their prevention among school going children will update
school going children. school teachers’ knowledge in preventing behavioral
2. To find association between knowledge of the primary problems
school teachers regarding behavioural problems and their
prevention with selected socio-demographic variables. IV. METHODOLOGY
3. To prepare an information booklet regarding behavioural
problems and their prevention among children for Research methodology is a way to solve the problem
primary school teachers. systematically. It is a procedure in which the research starts
from initial identification of the problem to final conclusion.
Variables Methodology of research organizes all the component of the
Independent Variable: Selected demographic variable such study in a way that is most likely to lead to valid answer to
as age, sex, religion, Marital status, child age, experience, the problems that have been posed.
subject through, abnormal behaviour, mental health

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Volume 4, Issue 2, February – 2019 International Journal of Innovative Science and Research Technology
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Research Approach The research design is the plan, structure and strategy of
Research approach tells the researcher from whom the investigations of answering the research question, is an
data was to be collected, when the data is to be collected and overall plan or blue print. The researcher selects to carry out
how to analyze them. It also suggests possible conclusion and the study. This study is designed in the form of non-
helps the researcher in answering a specific research question experimental descriptive type with the objective of describing
in the most accurate and efficient way possible. the knowledge of school teachers regarding prevention of
behavioral problems among children.
The research approach used for the study is the
descriptive survey approach in nature. The purpose of the Setting
descriptive study is to observe, describe and explore aspects Setting refers to the area where the study is conducted.
of a situation. The researcher planned to describe the It may be natural setting or laboratory setting depending upon
knowledge of primary school teachers regarding prevention the study topic and researcher’s choice.
of behavioral problems among children. This study was conducted in various Government Primary
Schools at Bagalkot, which includes 11 Government primary
Research Design schools.

Selected
School Name
Samples
K.B.M.P.S No.4. Old Bagalkot 8
K.B.M.P.S No.3. . Old Bagalkot 10
Vivekananda Primary School Durgavihar Bagalkot 7
Basaveshwar Primary School Near Bus-Stand Bagalkot 11
K.B.S. NO.1 Bagalkot 10
H.P.S Gaddankeri Bagalkot 9
K.B.M.P.S Navanagar Bagalkot 8
K.G.S Vidyagiri Bagalkot 11
H.P.S Vidyagiri Bagalkot 7
K.B.M.P. No-2 Bagalkot 9
K.G.S Gaddankeri Bagalkot 10
Total 100

Population A survey conducted of total schools in Bagalkot district

Population is a group whose members possess specific it found number of primary schools, all the school names
attributes that a researcher is interested in study. were written in piece of paper and placed in a box closing
Target population for the present study was primary eye one by one slip was drawn till getting a desired number
school teachers of 1st standard to 7th standard at Government of sample i.e. lottery method was adopted to select the
Kannada Primary Schools at Bagalkot. schools.

Sample and Sample Size After selecting a desired school again using same
Sample is a subset of population selected to participate technique all the teacher name was written in a piece of paper
in a research study. Sampling is the process of selecting a and placed in a box , by closing eye one by one sample was
group of people, events and behavior on other elements with drawn un till getting a desired number of sample.
which to conduct a study. The sample for the present study
was 100 primary school teachers who teach from 1st standard Criteria for Selecting the Sample
to 7th standards in selected Government Kannada Primary (a) Inclusion Criteria
Schools Bagalkot.  Primary school teachers of selected Government Primary
Schools at Bagalkot.
Sampling Technique  Primary school teachers who are willing to participate in
Simple random sampling technique is a strategy in the study.
which the researcher’s knowledge of the population and its  Primary school teachers who are available at the time of
elements are used to select a sample which is typical to data collection.
representing the population. Simple random sampling
(b) Exclusion Criteria
technique, a type of probability sampling approach was found
 Primary school teachers who are sick.
to be appropriate for the present study.
 Primary school teachers who are not willing to participate
in the study.

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 Primary school teachers who are not available at the time 4. The association between knowledge and selected
of data collection. demographic variables would be determined by Chi-
square test.
Data Collection Instrument The data would be presented appropriately in the form of
An instrument selected in a research should be as far as tables and diagrams.
possible the vehicle that would best obtain data for drawing
conclusions, which were pertinent to the study. Development of Information Booklet:
Based on the objectives of the study, a structured knowledge The information booklet was based on results obtained,
questionnaire was prepared in order to assess the knowledge review of research articles, journals articles, internet
of primary school teachers regarding prevention of searching, discussion with experts and personal experience of
behavioral problems among children. It is considered to be an the investigator.
appropriate and effective instrument. The steps involved in the development of information
booklet:
Method of Data Collection 1. Preparation of the first draft of the information booklet
Permission was obtained from the Head of the 2. Content validation of the information booklet
institution and the participants before collecting the data. The 3. Editing of information booklet
investigator was present personally and explained the need 4. Preparation of the final draft of information booklet
and importance of the study to the participants and requested
their co-operation. The tools were given individually to the 1. Preparation of the first draft of the information
subjects and their doubts were cleared. They had to complete Booklet
it on the same day and not to discuss it with anyone. The first draft was prepared on the basis of extensive
Investigator was personally present with the subject when literature review and opinion of the experts. The
they answered the items. The total procedure took 30 minutes convenience, independent learning and level of
after which the investigator collected the tool from the understanding of the students were considered for the
subjects. The period of data collection was from 6-10-2009 to effectiveness.
14-10-2009, Investigator covered 11 Government Kannada
Primary Schools. 2. Content validation of the information Booklet
The information booklet developed by the investigator
Plan for Data Analysis along with the questionnaire was given to experts for
Data collected in a study is rather extensive and validation. The experts were asked to give their suggestions
therefore needs to be processed and analyzed in some and opinions about the content against the criteria checklist.
orderly, coherent fashion, statistical analysis cover a broad All the suggestions were considered for the development of
range of techniques, from some simple procedures to information booklet.
complex and sophisticated methods.
Data was planned to be prepared on a master sheet and then 3. Editing of information Booklet
to use both descriptive and inferential statistics to analyze The information booklet after subjecting it to content
and interpret the collected data. Data will be analyzed under validity, the suggestions and opinions of the experts were
various sections. incorporated and deleted the unwanted items.
Section 1: Distribution of respondents according to
demographic variables 4. Preparation of the final draft of information Booklet
Section 2: Distribution of respondents according to The final draft of information booklet was prepared by
knowledge scores simplifying the language. The final draft was prepared.
Section 3: Distribution of respondents in measuring The research methodology gives a bird’s eye view of the
association between knowledge scores and demographic entire process, tackling a research problem in a scientific and
variables systematic manner. This chapter dealt with the description of
research approach, design, variables, setting and samples. It
Data was planned to analyze on the basis of objectives. includes preparation of tools and information booklet.
1. To compare the data a master data sheet would be
prepared by the investigator. Summary
2. Demographic data would be analyzed in terms of The chapter also dealt with the pilot study, method of
frequency and percentage. data collection and plan for data analysis.
3. The knowledge of primary school teacher on prevention
of behavioural problems would be calculated using range,
frequency, mean and standard deviation.

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V. RESULTS
Presentation of Data
This chapter deals with the analysis and interpretation To begin with, data was entered in a master sheet, for
of data collected to assess knowledge of primary school tabulation and statistical processing. The findings were
teachers on prevention of behavioral problem. The purpose of presented under the following headings.
this analysis is to reduce the data to a manageable and Section I : Description according to
interpretable form so that the research problems can be demographic variables.
studied and tested. The analysis and interpretation of data of Section II : Area wise knowledge
this study are based on data collected through structured scores of primary school teachers regarding prevention of
knowledge questionnaire. The data collected from 100 behavioural problems among children
primary school teachers and results were computed by using Section III : Association of
descriptive and inferential statistics based on the objectives knowledge with demographic variables.
of the study.

SECTIONI: DESCRIPTION ACCORDING TO SOCIO-DEMOGRAPHIC VARIABLES

TABLE I: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO THEIR AGE

N=100

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TABLE II: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO THEIR SEX
N=100

SEX

50%

Sex Male
Sex Female

50%

Table II indicates that 50% of subjects were males and 50% were female

TABLE III: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO THEIR RELIGION
N=100

69
RELIGION
70

60

50
Frequency

40
22
30

20 7
10 2

0
Hindu Muslim Christian Others
Religion

Table III indicates that Majority 69% of subjects belongs to Hindu religion and only 2%
Belongs other religion

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TABLE IV: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO THEIR

EDUCATION
N=100
43
EDUCATION
45
40
35
Frequency

30 23
20
25
14
20
15
10
5
0
M.A M. Sc. M. Com M. Ed
Education

Table IV indicates that Majority 43% of subjects were M.A Graduate and only 14%
Were M.Com Graduate

TABLE V: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO THEIR MARITAL

STATUS
N=100
Fig 7 Representing teachers according to their marital status

0%
Marital status
10%
37%

Marital status Single

Marital status Unmarried
53% Marital status Discovered
Marital status Widow/widower

Table V indicates that Majority 53% of subjects were married and only 10% were
divorced

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Volume 4, Issue 2, February – 2019 International Journal of Innovative Science and Research Technology
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TABLE VI: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO THEIR CHILD
AGE
N=100

50
CHILD AGE
45 43
40
35
Frequency

30
25 22
20
20
15
15
10
5
0
Less than 6 Yrs 6-12 Yrs 12 Yrs and above No children
Child age

Table VI indicates that Majority 43% of subject’s child age less than 6 years and only 15% had child with 12years and above

TABLE VII: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO THEIR

EXPERIENCE
N=100
Fig 9 Representing teachers according to their Experience
50
EXPERIENCE
50
45
40 34
35
Frequency

30
25
20
11
15
10 5
5
0
Below 5 5- 15 Years 15 – 25 Years Above 25 Years
Experience

Table VII indicates that Majority 50% of subject’s had experience below 5 years and only
5% had above 5 years

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TABLE VIII: FREQUENCY AND PERCENTAGE DISTRIBUTION OF
TEACHERS ACCORDING TO SUBJECT THEY HANDLE.
N=100

Fig 9.A Representing teachers according to Subject handled.

37 SUBJECTS
40
35
30
Frequency

25 20
17 16
20
15 10
10
5
0
Language Science Mathematics Social Studies Others
Subject

Table VIII indicates that Majority 37% of subject’s were teaching languages and only
10% were teaching Mathematics

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TABLE IX: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO IDENTIFICATION
OF ABNORMAL BEHAVIOUR AMONG THEIR STUDENTS
N=100

Fig 10 Representing teachers according identification of abnormal behaviour according to their students

ABNORMAL BEHAVIOUR

15%

abnormal behavior Yes

abnormal behavior No

85%

Table IX indicates that Majority 85% of subject’s were not identified any kind of abnormal behaviour and only 15% of teacher have
identified of abnormal behaviour

TABLE X: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS

ACCORDING TO THEIR ATTENDENCE IN MENTAL HEALTH PROGRAMME
N=100

Fig 11 Representing teachers according to their attendance in mental health programme

45
MENTAL HEALTH PROGRAMME 42

40 34
35
30
Frequency

25 17
20
15
10 3 4
5
0
Counseling Workshop Seminar Conference Not attended
course any
Mental health

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Table X indicates that Majority 42% of subject’s were not attended mental health
programme and only 3% of subjects were attended seminar

TABLE XI: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO PRESENCE OR

ABSENCE OF PARENT TEACHER ASSOCIATION IN THEIR SCHOOL.
N=100

Fig 12 Representing frequency and percentage distribution of teacher according to presence or absence of parent teacher association in
their school.

PARENT TEACHER ASSOCIATON

16%

PTA No
PTA Yes

84%

Table XI indicates that Majority 84% of subject’s were had parent teacher association
and only 16% had no parent teacher association.

TABLE XII: FREQUENCY AND PERCENTAGE DISTRIBUTION OF TEACHERS ACCORDING TO FREQUENCY

WITH WHICH PARENT TEACHER ASSOCIATION MEETINGS ARE CONDUCTED.
N=100

Fig 13 Representing frequency and percentage distribution of teachers according to

frequency with which parent teacher association meetings are conducted.

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35

35
PTA MEETING
30
22
25 18
Frequency

16
20

15 9
10

0
Weekly Monthly Quarterly Yearly NIL
PTA meeting

Table XII indicates that Majority 35% of subject’s were had parent teacher association
Meeting and only 16% had no parent teacher association meeting

SECTION II: AREA WISE KNOWLEDGE SCORES OF PRIMARY SCHOOL

TEACHERS ON KNOWLEDGE REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION
N=100

SL. No. of
Area wise Mean S.D Mean%
NO items

Knowledge questions 2.46 0.73

1 4
61.50
Common bad habit noticed in children 3.33 1.19
2 6 55.50
3 Communication disorders 4 2.52 0.97
63.00
Learning disorders including Learning and 6.14 1.15
mathematical disorders
4 11

Hyperactive children and conduct disorder 3.29 0.78

5 5 65.80
6 Temper tantrum 4 1.99 1.01
49.75
Anxiety 2.38 0.95
7 4 59.50
Common preventive measures for behavioural 3.77 1.36
8 6
problems 62.83
Overall Knowledge 25.88 2.74
44 58.82

Table XIII depicts the highest mean knowledge of the respondent found in aspect hyperactive children and conduct disorder (65.80%)
followed by communication disorder (63%) and common preventive measures (62.83%) and knowledge questioner (61%) and anxiety
(59.50%) and common bad habits noticed in children (55.50%) and least mean knowledge score (49.75%) found in Temper tantrum.
The overall mean knowledge score of the respondent found to be 58.82 with standard deviation of 2.74.

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Fig 14 Representing teacher’s knowledge level on different aspects

KNOWLEDGE LEVEL

70

60

50
Mean Percentage

40

30

20

10

0
Common bad habit

Common preventive measures

Communication disorders

Temper tantrum
Knowledge questions

Overall Knowledge
Anxiety
Learning disorders

Hyperactive children

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TABLE XIV: CLASSIFICATION OF SUBJECTS ON KNOWLEDGE REGARDING BEHAVIORAL PROBLEMS AND
THEIR PREVENTION.
N=100
< 50% 50-75% > 75%
Knowledge
Frequency % Frequency % Frequency %

Knowledge questions 7 7.0 86 86.0 7 7.0

Common bad habit noticed in children 26 26.0 54 54.0 20 20.0
Communication disorders 21 21.0 65 65.0 14 14.0
Learning disorders including Learning and mathematical disorders 34 34.0 66 66.0 0 0.0
Hyperactive children and conduct disorder 13 13.0 52 52.0 35 35.0
Temper tantrum 38 38.0 60 60.0 2 2.0
Anxiety 25 25.0 67 67.0 8 8.0
Common preventive measures for behavioral problems 15 15.0 49 49.0 36 36.0
Overall Knowledge 7 7.0 93 93.0 0 0.0

It is found that 7.0% had in adequate knowledge, 93.0% had moderate knowledge and no subjects had high knowledge

Fig 15 Representing teacher’s knowledge level

Sales

93%

Low Knowledge

7% moderate knowledge

high knowledge

0%

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SECTION III: ASSOCIATION BETWEEN KNOWLEDGE WITH SELECTED SOCIO- DEMOGRAPHIC
VARIABLES

TABLE XV: ASSOCIATION BETWEEN AGES WITH KNOWLEDGE LEVEL OF RESPONDENTS REGARDING
BEHAVIORAL PROBLEMS AND THEIR PREVENTION.

N=100
Overall Knowledge
Age in years Inadequate Moderate Adequate
N % N % N % Chi square DF
Age 20-30 yrs 2 9.5 19 90.5 0 0.0 2.698 NS DF=3
31-40 yrs 3 11.5 23 88.5 0 0.0
41-50 yrs 0 0.0 22 100.0 0 0.0
51-58 yrs 2 6.5 29 93.5 0 0.0
NS: Non significant at 5% level

Table XV depicts the association between age and knowledge level of the respondents regarding prevention of behavioural problem
The results indicates that 9.5% of the respondents in the age group of 20 – 30 years possessed in adequate knowledge as compared
with 11.5% and 0.0% in age group of 31 – 40 years and 41 – 50 years respectively notice with in adequate knowledge level
The result also reveals that 100% of respondents in the age group 41- 50 years possessed moderate knowledge as compared with
90.5% and 88.5% in the age group of 20 – 30 years and 31- 40 years respectively.
Further statistical value revels that the association between age and the knowledge level was found to be non significant at 5% level
(X2 = 2.698; P>0.05)

TABLE XVI: ASSOCIATION BETWEEN SEX WITH KNOWLEDGE LEVEL OF RESPONDENTS REGARDING
BEHAVIORAL PROBLEMS AND THEIR PREVENTION.

N=100
Overall Knowledge
Sex Inadequate Moderate Adequate
N % N % N % Chi square DF
Sex Male 3 6.0 47 94.0 0 0.0 0.154 NS DF=1
Female 4 8.0 46 92.0 0 0.0
NS: Non significant at 5% level

Table XVI depicts the association between sex and knowledge level of the respondents regarding prevention of behavioural problem
The results indicates that 8.0% of the respondents are females had in adequate knowledge as compared with 6.0% are Males had in
adequate knowledge level
The result also reveals that 94.0% of respondents are males had moderate knowledge as compared with 92% 0f females had
moderate level of knowledge
Further statistical value revels that the association between sex and the knowledge level was found to be non significant at 5% level
(X2 = 0.154; P>0.05)

TABLE XVII: ASSOCIATION BETWEEN RELIGIONS WITH KNOWLEDGE LEVEL OF RESPONDENTS

REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.

N=100
Overall Knowledge
Religion Inadequate Moderate Adequate
N % N % N % Chi square DF
Religion Hindu 5 7.2 64 92.8 0 0.0 0.931 NS DF=3
Muslim 1 4.5 21 95.5 0 0.0
Christian 1 14.3 6 85.7 0 0.0
Others 0 .0 2 100.0 0 0.0
NS: Non significant at 5% level

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Table XVII depicts the association between Religion and knowledge level of the respondents regarding prevention of behavioural
problem
The results indicates that 14.3% of the respondents were belongs to Christian possessed in adequate knowledge as compared with
7.2% and 4.5% were Hindu and Muslim respectively notice with in adequate knowledge level
The result also reveals that 95.5% of respondents were Muslim possessed moderate knowledge as compared with 92.8% and 85.7%
were Hindu and Muslim possessed moderate level of knowledge respectively.
Further statistical value revels that the association between age and the knowledge level was found to be non significant at 5% level
(X2 = 0.931; P>0.05)

TABLE XVIII: ASSOCIATION BETWEEN EDUCATION WITH KNOWLEDGE LEVEL OF RESPONDENTS

REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.

N=100
Overall Knowledge
Education Inadequate Moderate Adequate
N % N % N % Chi square DF
Education M.A 2 4.7 41 95.3 0 0.0 2.985 NS DF=3
M. Sc. 3 13.0 20 87.0 0 0.0
M. Com 0 0.0 14 100.0 0 0.0
M. Ed 2 10.0 18 90.0 0 0.0
NS: Non significant at 5% level

Table XVIII depicts the association between Education and knowledge level of the respondents regarding prevention of behavioural
problem
The results indicates that 13.0% of the respondents were completed to M.Sc possessed in adequate knowledge as compared with
10.0% and 4.7% were completed M.Ed and M.A respectively notice with in adequate knowledge level
The result also reveals that 100% of M.com possessed moderate knowledge as compared with 90.0% of M.Ed possessed moderate
level of knowledge.
Further statistical value revels that the association between education and the knowledge level was found to be non significant at 5%
level (X2 = 2.985; P>0.05)

TABLE XIX: ASSOCIATION BETWEEN MARITAL STATUS WITH KNOWLEDGE LEVEL OF RESPONDENTS
REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.

N=100
Overall Knowledge
Marital status Inadequate Moderate Adequate
N % N % N % Chi square DF
Marital status Unmarried 2 6.1 31 93.9 0 0.0 2.813 NS DF=3
Married 4 7.5 49 92.5 0 0.0
Divorced 1 25.0 3 75.0 0 0.0
Widow/widower 0 .0 10 100.0 0 0.0
NS: Non significant at 5% level

Table XIX depicts the association between marital status and knowledge level of the respondents regarding prevention of behavioural
problem
The results indicates that 25% of the respondents were Devoiced possessed in adequate knowledge as compared with 6.1% were
unmarried possessed inadequate knowledge level
The result also reveals that 100% of widower possessed moderate knowledge as compared with 75.0% of divorced moderate level of
knowledge.
Further statistical value revels that the association between marital status and the knowledge level was found to be non significant at
5% level (X2 = 2.9813; P>0.05)

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TABLE XX: ASSOCIATION BETWEEN THE RESPONDENT’S CHILD AGE WITH KNOWLEDGE LEVEL OF
RESPONDENTS REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.
N=100
Overall Knowledge
Child age Inadequate Moderate Adequate
N % N % N % Chi square DF
Child age Less than 6 Yrs 3 7.0 40 93.0 0 0.0 1.251 NS DF=3
6-12 Yrs 1 4.5 21 95.5 0 0.0
12 Yrs and above 2 13.3 13 86.7 0 0.0
No children 1 5.0 19 95.0 0 0.0
NS: Non significant at 5% level

Table XX depicts the association between child age and knowledge level of the respondents regarding prevention of behavioural
problem
The results indicates that 13.3% of the respondents were 12 years and above possessed in adequate knowledge as compared with 4.5%
were 6-12 years possessed inadequate knowledge level
The result also reveals that 95.5% of 6-12 years possessed moderate knowledge as compared with 86.7% of 12 yrs and above
possessed moderate level of knowledge.
Further statistical value revels that the association between child age and the knowledge level was found to be non significant at 5%
level (X2 = 1.251; P>0.05)

TABLE XXI: ASSOCIATION BETWEEN THE NUMBERS OF YEARS OF EXPERIENCES WITH KNOWLEDGE
LEVEL OF RESPONDENTS REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.
N=100
Overall Knowledge
Experience Inadequate Moderate Adequate
N % N % N % Chi square DF
Experience in years Below 5 3 6.0 47 94.0 0 0.0 1.514 NS DF=3
5-15 2 5.9 32 94.1 0 0.0
15 - 25 1 9.1 10 90.9 0 0.0
25 and above 1 20.0 4 80.0 0 0.0
NS: Non significant at 5% level

Table XXI depicts the association between Experience and knowledge level of the respondents regarding prevention of behavioural
problem
The results indicates that 20.0% of the respondents were 25years above years and above possessed inadequate knowledge as
compared with 5.9% 5-15 years possessed inadequate knowledge level
The result also reveals that 94.1% of below 5 years possessed moderate knowledge as compared with 80% of 25 yrs and above
possessed moderate level of knowledge.
Further statistical value revels that the association between Experience and the knowledge level was found to be non significant at 5%
level (X2 = 1.514; P>0.05)

TABLE XXII: ASSOCIATION BETWEEN SUBJECTS HANDLED BY THE RESPONDENTS WITH KNOWLEDGE
LEVEL OF RESPONDENTS REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.
N=100
Overall Knowledge
Subjects Inadequate Moderate Adequate
N % N % N % Chi square DF
Subject Language (Kannada/ English/ Hindi) 4 10.8 33 89.2 0 .0 3.724 NS DF=4
Science(Physics/Chemistry/Biology) 0 .0 17 100.0 0 .0
Mathematics 0 .0 10 100.0 0 .0
Social Studies (History /Geography/ Psychology) 1 5.0 19 95.0 0 .0
Others 2 12.5 14 87.5 0 .0
NS: Non significant at 5% level

Table XXII depicts the association between Subjects and knowledge level of the respondents regarding prevention of behavioural
problem

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The results indicates that 12.5% of the other subject respondents possessed inadequate knowledge as compared with 0% Of
Mathematics and science subject possessed inadequate knowledge level
The result also reveals that 100% of science and Mathematics subject possessed moderate knowledge as compared with 87.5% of
other subject were possessed moderate level of knowledge.
Further statistical value revels that the association between subject and the knowledge level was found to be non significant at 5%
level (X2 = 3.724; P>0.05)

TABLE XXIII: ASSOCIATION BETWEEN RESPONDENT’S IDENTIFICATION OF ABNORMAL BEHAVIOURS

AMONG THEIR SCHOOL CHILDREN WITH KNOWLEDGE LEVEL OF RESPONDENTS REGARDING
BEHAVIORAL PROBLEMS AND THEIR PREVENTION
N=100
Overall Knowledge
Abnormal behaviour Inadequate Moderate Adequate
N % N % N % Chi square DF
Abnormal Yes 2 13.3 13 86.7 0 0.0 1.087 NS DF=1
behaviours No 5 5.9 80 94.1 0 0.0
identified
NS: Non significant at 5% level

Table XXIII depicts the association between respondent’s identification of abnormal behaviours in their school children with
knowledge level of respondents regarding behavioural problems and their prevention.
The results indicates that 13.3% of the respondents possessed inadequate knowledge as compared with 5.9% of respondents possessed
inadequate knowledge level
The result also reveals that 94.1% respondents possessed moderate knowledge as compared with 86.7% subject was possessed
moderate level of knowledge.
Further statistical value revels that the association between Abnormal behavior and the knowledge level was found to be non
significant at 5% level (X2 = 1.087; P>0.05)

TABLE XXIV: ASSOCIATION BETWEEN ATTENDENCE OF RESPONDENTS IN MENTAL HEALTH PROGRAMME

WITH KNOWLEDGE LEVEL OF RESPONDENTS REGARDING BEHAVIORAL PROBLEMS AND THEIR
PREVENTION.
N=100
Overall Knowledge
Mental health Inadequate Moderate Adequate
N % N % N % Chi square DF
Mental health Counselling course 2 5.9 32 94.1 0 0.0 3.596 NS DF=4
Workshop 1 5.9 16 94.1 0 0.0
Seminar 1 33.3 2 66.7 0 0.0
Conference 0 .0 4 100.0 0 0.0
Not attended any 3 7.1 39 92.9 0 0.0
NS: Non significant at 5% level

Table XXIV depicts the association between mental health and knowledge level of the respondents regarding prevention of
behavioural problem
The results indicates that 33.5% of the seminar respondents possessed inadequate knowledge as compared with 0% of conference
respondents possessed inadequate knowledge level
The result also reveals that 100% of conference respondents possessed moderate knowledge as compared with 66.7% of seminar
subject were possessed moderate level of knowledge.
Further statistical value revels that the association between mental health and the knowledge level was found to be non significant at
5% level (X2 = 3.724; P>0.05)

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TABLE XXV: ASSOCIATION BETWEEN PRESENCE OR ABSENCE OF PTA IN THEIR SCHOOLWITH
KNOWLEDGE LEVEL OF RESPONDENTS REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.
N=100
Overall Knowledge
Parent teacher meeting Inadequate Moderate Adequate
N % N % N % Chi square DF
PTA No 1 6.3 15 93.8 0 0.0 0.016 NS DF=1
Yes 6 7.1 78 92.9 0 0.0
NS: Non significant at 5% level

Table XXV depicts the association between Parent teacher meeting and knowledge level of the respondents regarding prevention of
behavioural problem
The results indicates that 7.1% of yes respondents possessed inadequate knowledge as compared with 6,3% no respondents
possessed inadequate knowledge level
The result also reveals that 93.8% of no respondents possessed moderate knowledge as compared with 92.9% of yes subject were
possessed moderate level of knowledge.
Further statistical value revels that the association between PTA and the knowledge level was found to be non significant at 5% level
(X2 = 0.016; P>0.05)

TABLE XXVI: ASSOCIATION BETWEEN FREQUENCY WITH WHICH PTA MEETING ARE CONDUCTED WITH
KNOWLEDGE LEVEL OF RESPONDENTS REGARDING BEHAVIORAL PROBLEMS AND THEIR PREVENTION.

N=100
Overall Knowledge
Parent teacher meeting Inadequate Moderate Adequate
N % N % N % Chi square DF
PTA meeting Weekly 3 8.6 32 91.4 0 0.0 1.883 NS DF=4
Monthly 1 11.1 8 88.9 0 0.0
Quarterly 0 .0 18 100.0 0 0.0
Yearly 2 9.1 20 90.9 0 0.0
NIL 1 6.3 15 93.8 0 0.0
NS: Non significant at 5% level

Table XXVI depicts the association between PTA

meeting and knowledge level of the respondents regarding The present study is focused on to assess the
prevention of behavioural problem. The results indicates that Knowledge of Primary School Teachers regarding
11.1% of the monthly attending meeting respondents Behavioral Problems and their Prevention among School
possessed inadequate knowledge as compared with 0% of going Children in Selected Government Primary Schools at
yearly attending respondents possessed inadequate Bagalkot with a view to develop an information booklet.”
knowledge level. The result also reveals that 100% of
quarterly attending respondents possessed moderate A descriptive Research approach was used which is a
knowledge as compared with 90.9% of yearly attending non-experimental design. The target population for the study
respondents were possessed moderate level of knowledge. were selected from primary school teachers of Government
Further statistical value revels that the association between Primary Schools, at Bagalkot. This population was selected
PTA meeting and the knowledge level was found to be non by Simple random sampling technique. The total samples
significant at 5% level (X2 = 1.883; P>0.05) under the study were 100 Government primary school
teachers. In this study data collection was made through
VI. DISCUSSION structured knowledge questionnaire which was designed to
assess the knowledge of primary school teachers regarding
A report of findings is never sufficient to convey their prevention of behavioural problem.
significance. The meaning that researchers give to the results
plays a rightful and important role in the report. The The findings were discussed under the following sub-
discussion section is devoted to a thoughtful and insightful headings based on objectives:
analysis of the findings, leading to a discussion of their 1. Demographic characteristics of the respondents.
clinical and theoretical utility.

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2. Knowledge of primary school teachers regarding The finding of the study revealed that Majority 84% of
behavioural problems and their prevention among school subject’s were had parent teacher association and only 16%
children. had no parent teacher association
3. Association between knowledge of the primary school Frequency with which Parent teacher association
teachers regarding behavioural problems and their meetings are conducted
prevention with selected socio-demographic variables. The finding of the study revealed that Majority 35% of
subject’s were had parent teacher association meeting and
Preparation of an information booklet regarding only 16% had no parent teacher association meeting
behavioural problems and their prevention in children for 2. Knowledge of primary school teachers regarding
primary school teachers behavioural problems and their prevention among school
children
1. Demographic characteristics of the respondents The respondent highest mean knowledge was found in
The findings related to demographic characteristics of aspect hyperactive children and conduct disorder (65.80%)
respondents are discussed under the following sub-headings: followed by communication disorder (63%) and common
preventive measures (62.83%) and knowledge questions
Age (61.50%) and anxiety (59.50%) and common bad habits
The finding of the study revealed that 31% of subjects noticed in children (55.50%) and least mean knowledge score
belongs to the age group of 51-60 years and only 21% (49.75%) found in Temper tantrum. The overall mean
belongs to the age group of 20-30 years knowledge score of the respondent found to be 58.82 with
Sex standard deviation of 2.74.
The finding of the study revealed that 50% of subjects 3. Association between knowledge of the primary school
were males and 50% were female teachers regarding behavioural problems and their
Religion prevention with selected variables
The finding of the study revealed that Majority 69% of Findings of the study shows the association between
subjects belongs to Hindu religion and only 2% belongs other knowledge scores and demographic variable like age ,sex
religion religion, education, Marital status, child age, experience,
Education subject thought, abnormal behaviour, mental health
In this study Majority 43% of subjects were M.A programme, parent teacher meeting and parent teacher
Graduate and only 14% were M.Com Graduate meeting association was found to be non significant
Marital status (P<0.05).
Study indicates that Majority 53% of subjects were There were no studies supporting relationship
married and only 10% were between knowledge scores with demographic variables.
divorced 4. Preparation of an information booklet regarding
Child age behavioural problems and their prevention in children
The study revealed that Majority 43% of subject’s child for primary school teachers
age less than 6 years and only 15% had child with 12years The information booklet was developed on the basis of
and above the findings of the study. This is supported by many studies.
The study conducted by Suman (2004) where she finds that
Experiences teachers are utilized in planning and implementing life skill
Study indicates that Majority 50% of subject’s had education, mental health education, psycho-social
experience below 5 years and only intervention and professional referral. This is also supported
5% had above 5 years by a study Walter HJ, Gouze K, Lim KG (2006), they
Subject thought found that the teachers would benefit from education,
The finding of the study indicates that Majority 37% of training and consultation from mental health professionals if
subject’s were teaching languages and only 10% were they serve as effective gate keepers to mental health services.
teaching Mathematics This is also similar to a study conducted by Lauria-Horner
Abnormal behavior BA, Kutcher S, Brooks SJ (2004), found that mental health
Study indicates that Majority 85% of subject’s were not awareness and understanding was enhanced by curriculum
identified any kind of abnormal behavior and only 15% of effects on help seeking behaviour and case identification.
teacher have identified of abnormal behavior This is also supported by the study conducted by Dake JA,
Respondents’ attendance to mental health program Price JH, Telljohann SK, Funk JB (2003), they suggest
The finding of the study revealed that Majority 42% of that pre professional and continuing education are needed to
subject’s were not attended mental health programme and improve teacher knowledge about effective class room based
only 3% of subjects were attended seminar prevention activities.
Presence or absence of parent teacher association in the
respondent’s school

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The steps involved in the development of information  Majority 42% of subject’s were not attended mental
booklet: health programme
1) Preparation of the first draft of the information booklet  Majority 84% of subject’s were had parent teacher
2) Content validation of the information booklet association and only 16% had no parent teacher
3) Editing of information booklet association
4) Preparation of the final draft of information booklet  35% of subject’s were had parent teacher association
1. Preparation of the first draft of the information meeting
booklet  The overall mean knowledge score of the respondent
The first draft was prepared on the basis of extensive found to be 58.82 with standard deviation of 2.74.
review of literature and opinion of the experts. The  There was no statically significance between selected
convenience, independent learning and level of demographic variable and knowledge scores
understanding of the students were considered for the
effectiveness. Implications of the Study
2. Content validation of the information booklet The findings of this study have implications in various
The information booklet developed by the investigator areas of nursing namely nursing practice, nursing education,
along with the questionnaire was given to experts for nursing administration and nursing research.
validation. The experts were asked to give their suggestions
and opinions about the content against the criteria checklist. Nursing Practice
All the suggestions were considered for the development of Primary school teachers have a vital role in school
information booklet. health services. Prevention of behavioral problem is one of
3. Editing of information booklet the components of school health service. Measures should be
The information booklet was subjected to content taken to improve their knowledge. Education programme
validity, the suggestions and opinions of the experts were with effective teaching strategies will help primary school
incorporated and the unwanted items were deleted. teachers to improve their knowledge in prevention of
4. Preparation of the final draft of information booklet behavioral problems. Various Teaching strategies can be
The final draft of information booklet was prepared by used to improve in their knowledge on Prevention of
simplifying the language. behavioral problem in order to promote health of the children
in schools.
Summary
This chapter discussed the findings of the study in Nursing Education
accordance with the objectives and with appropriate The primary school teacher’s curriculum should consist
supportive findings. of knowledge related to behavioral problem and their
effective implementation. While training primary school
VII. CONCLUSION teachers, emphasis should be on prevention behavioral
problem. Nurses at the post-graduate level need to develop
The study was descriptive type to assess the knowledge skills in preparing health teaching material in various health
of school teachers regarding prevention of behavioural aspects in Prevention of behavioral problem, newer
problems among school children in selected schools at techniques have to be used for motivating staff participation.
Bagalkot with a view to develop an information book let. It Emphasis should be made on in service education and
was conducted in 10 simple randomly selected schools. training programmes in the department to increase the
Analysis was done and the following conclusions were knowledge of primary school teachers.
drawn.
Nursing Administration
Findings of the study are as follows: As a part of school health service, the nurse
 31% of subjects belong to the age group of 51-60 administrator should plan and organize continuing education
 50% of subjects were males and 50% were female programme for primary school teachers to motivate them in
 69% of subjects belong to Hindu religion conducting teaching programmes on prevention behavioral
 43% of subjects were M.A Graduate and only 14% were problem in schools. Primary school teachers can also teach to
M.Com Graduate students about the same. She/he should be able to plan and
 Majority 53% of subjects were married organize programme taking in to consideration the cost
 43% of subject’s child age less than 6 years and only 15% effectiveness and carry out successful educational
had child with 12years and above programme. The nurse administrators should explore their
 50% of subject’s had experience below 5 years potentials and encourage innovative ideas in preparation of
 37% of subject’s were teaching languages appropriate teaching material. She should organize to see that
 85% of subject’s were not identified any kind of sufficient manpower, money and material for disseminating
abnormal behavior in children health information.

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Nursing Research constitutes young children. The future of our country depends
Various studies conducted by researchers showed that on the health of children.
the behavioral problems among school children are
increasing. There is need for extensive research in school The present study was to assess the knowledge of
health. Research should focus on improvement of knowledge government primary school teachers regarding behavioural
of primary school teachers regarding mental health aspects. problem and their prevention among children in selected
Research should be done on new methods of teaching to government schools at Bagalkot, with a view to develop an
enable primary school teachers to improve knowledge. information booklet.
Research also should focus on care of behavioral problems
among school children to enable children to have a better The objectives of the Study were
quality of life in school period. 1. To assess the knowledge of primary school teachers
regarding behavioural problems and their prevention in
Thus, the present investigation offer infinite scope and school going children.
potential implications for nursing practice, training and 2. To find association between knowledge of the primary
research aspects of school children. school teachers regarding behavioural problems and their
prevention with selected socio-demographic variables.
Limitations 3. To prepare an information booklet regarding behavioural
a) Long-term follow-up could not be carried out due to time problems and their prevention among children for
constraints. primary school teachers.
b) Samples were from only the selected Government
Primary Schools at Bagalkot. The assumptions for the study is based on the following
assumptions
Suggestions 1. Primary school teachers will be having some knowledge
a) Awareness programmes can be arranged for the school regarding behavioural problems and their prevention
personnel and parents regarding mid day meal among school going children.
programme. 2. Development of an information booklet based on the
b) A planned teaching programme can be conducted on assessed knowledge regarding behavioral problems and
knowledge, attitude and practice regarding prevention of their prevention among school going children will update
behavioral problems. school teachers’ knowledge in preventing behavioral
problems
Recommendations
Based on the findings of the study the following Limitations
recommendations are made. a. Long-term follow-up could not be carried out due to time
1) A similar study can be conducted among parents and constraints.
public. b. Samples were only the selected Government Primary
2) A similar study may be conducted in other back ward Schools at Bagalkot.
districts, taluks, villages etc.,
3) Manuals, information booklets and self-instruction In this study, literature review were comprised of
module may be developed. Literature related to common behavioural problem and its
prevalence, conduct disorders, learning and reading disorders
4) The comparative study can be conducted on urban
communication disorders and anxiety. The conceptual frame
schools and rural schools.
work was used in the study is based on Pender’s Health
5) The similar study may be replicated among private promotion model. This is proposed holistic predictive model
primary school teachers. of health promoting behaviour. This is a complementary
6) An experimental study can be conducted with structured counterpart to models of health protection. The model
teaching programme on knowledge, of primary school focuses on cognitive perceptual and modifying factors and
teachers regarding prevention of behavioral problems. participation in health promotion behaviour. The model also
7) Follow up study can be conducted to evaluate the identifies the factors that influence the health promotion
effectiveness of IGS. activities.

VIII. SUMMARY Research approach was used is descriptive approach

which is an non-experimental design. The target population
Today’s children are tomorrow’s responsible citizens of for the study were selected from primary school teachers of
the world. There is a great deal of emphasizes on children Government Primary Schools, Bagalkot. This population was
these days because of the reorganization that a very selected by simple random sampling technique. The total
substantial proportion of the world’s population. 20–30%

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samples under the study were 100 Government primary
school teachers. Section B: Findings related to knowledge of primary
school teachers
In this study data collection tool was designed to assess The respondent highest mean knowledge was found in
the knowledge of primary school teachers regarding aspect hyperactive children and conduct disorder (65.80%)
behavioural problem and their prevention, questionnaire was followed by communication disorder (63%) and common
administered to them after validating the tool with 9 experts. preventive measures (62.83%) and knowledge questioner
The reliability co-efficient of knowledge found to be 0.824 (61%) and anxiety (59.50%) and common bad habits noticed
and revealing the tool is feasible for administration for the in children (55.50%) and least mean knowledge score
main study. A pilot study was conducted from the 06/10/09 (49.75%) found in Temper tantrum. The overall mean
to 10/10/09. Data was collected form 10 samples with the knowledge score of the respondent found to be 58.82 with
help of the self structured questionnaire. The tool proved to standard deviation of 2.74.
be comprehensible, feasible and acceptable.
The permission was obtained from BEO and concerned Section C: Findings related to association of knowledge
teachers and data was collected by self administered and attitude scores with selected demographic variables.
structured questionnaire 12/10/09 to19/10/09. The Findings of the study shows the association between
investigator personally collected data from subjects who knowledge scores and demographic variable like age ,sex
were interested and willing to participate in the study. The religion, education, Marital status, child age, experience,
procedure was explained to them and their doubts cleared subject thought, abnormal behaviour, mental health
before administering the questionnaire. programme, parent teacher meeting and parent teacher
meeting association was found to be non significant
Data was subjected to analysis; the analysis was done (P<0.05).
using both descriptive and inferential statistics. In this study
findings were tabulated under the following headings: Development of information booklet
Section A: Demographic characteristics of the Information booklet was prepared after validating it
respondents. with experts. The present study shows that primary school
Section B: 1. Aspect wise knowledge score of teachers had moderate knowledge regarding prevention of
Respondents on prevention of behavioral problem. behavioural problems; information booklet was distributed to
Section C: Findings related to association between them with the intention of enhancing their knowledge.
knowledge scores with selected demographic variables
REFERENCES
Section A: Findings related to demographic
characteristics [1]. Bhatia MS, Bhasin SK, Choudhar S, Sidana A.
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 Majority 31% of subjects belong to the age group of 51- attending a nursery school. Journal or Mental Health
60 and Human Behaviour 2000; 5(1): 7-11.
 Majority 50% of subjects were males and 50% were [2]. Parthasarathy R. Promotion of mental health through
female schools. Health for the Millions 1994; 4: 12-3.
 The study findings revealed that 69% of subjects belong [3]. Kapur Malavika. Teachers and mental health care in
to Hindu religion school. Health for the Millions 1995; 4: 14-6
 Maximum 43% of subjects were M.A Graduate and only [4]. Indira Gupta, Verma M, Singh T, Gupta V.
14% were M.Com Graduate Prevalence of behavioural problems in school going
 Majority 53% of subjects were married children. Indian Journal of Pediatrics 2001; 68(95):
 Majority 43% of subject’s child age less than 6 years and 323-6.
only 15% had child with 12years and above [5]. Duhan, Kaur P. Mental health promotion for school
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