Shaping Students ‘behaviour: Does Teacher Characteristics (Gender, Teaching Experience And Classroom) Matter?

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International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue III, March 2021 | ISSN 2454–6186

Shaping Students ‘behaviour: Does Teacher Characteristics (Gender, Teaching Experience And Classroom) Matter?

Victoria Aba Mensah1, Nana Asimah Adam Yawson2 , Grace Yeboah3
1,2 Department of Education, Komenda College of Education – Ghana
3Department of Education. St. Louis College of Education – Ghana.

IJRISS Call for paper

Abstract: Teacher characteristics play a significant role in interventions strategies to shape learners’ behaviours as they are the classroom’s direct players. This triggered the researcher to examine whether gender, teaching experience, and teaching influence their intervention. The study population were all the221teachers in the three Senior High Schools (S.H.S.) in Komenda Edina EguafoAbrem (K.E.E.A.) Municipality in the Central Region of Ghana. An observable sample of 150 teachers was selected for the study using a quota and random sampling technique. Questionnaires were used to elicit responses from the selected teachers. Inferential statistics (independent t-test and ANOVA) were used to analyse the hypotheses. The study results revealed that the teachers’ intervention strategies did not depend on their teaching experience. The results showed that the teachers’ intervention strategies did not depend on the students’ levels or the class they handle. The independent t-test result showed that gender (male and female teachers) did not differ in usingintervention strategies. Therefore, it was recommended that to exhibit excellent and practical shaping skills, emphasis should not be placed on teacher characteristics.

Keywords: Teachers’, Interventions Strategies, Teacher Characteristics, Gender, Teaching Experience, Class of Teaching, Behaviour modification

I. INTRODUCTION

Teachers worldwide have a variety of responsibilities, including gathering students for teaching and learning. Teachers are also responsible for dealing with behavioural issues in their classrooms (students). In a typical school day, students spend approximately eight hours with their teachers. They spend far more time with their parents, but when they exhibit any behaviour that does not conform to what their parents prefer, teachers are blamed for such misbehaviour. Schools are dealing with more complex acts of misconduct than they have in the past. For some students, this may be their first encounter with new friends. According to Onyango, Aloka, and Raburu (2018), citing (Nakpodia 2012), Perhaps the first time one leaves his parent, free themselves from home pressures. Peers can have a negative impact on them by being too excited. Some of these negative influences can lead to poor behaviour.
Schools are crucial formal social control institutions (Maimon, Antonaccio, & French, 2012). Aside from families, they are the primary social system through which individuals