Teachers' Knowledge and Use of Multiple Disciplinary Measures in Curbing Pupils' Antisocial Behaviour

Abstract

The study aims to investigate teachers' understanding of disciplinary strategies and their effectiveness in addressing antisocial behavior among students. The research methodology employed a descriptive survey design, and data were collected through questionnaires administered to teachers in private and public schools. The results indicate that teachers' knowledge of multiple disciplinary measures is low, highlighting the need for comprehensive training and professional development programs in behavior management. The study also found a significant difference in teachers' knowledge based on their qualifications, emphasizing the importance of advanced degrees and specialized training. Furthermore, years of experience were found to influence teachers' knowledge, with more experienced teachers demonstrating a higher level of proficiency in implementing disciplinary measures. Based on these findings, the study recommends the provision of training programs and professional development opportunities that specifically address behavior management strategies. Educational institutions should prioritize ongoing training and encourage experienced teachers to mentor their less experienced colleagues. Revising teacher qualification standards to include behavior management requirements is also suggested. Overall, this study contributes to the understanding of teachers' knowledge and practices in addressing antisocial behavior.