• SHALINI
• Shubha

ABSTRACT BACKGROUND OF THE STUDY: School age is the period of 6-12 years. Young scholars are emerging as creative persons who are preparing for their future role in society. The school years are a time of new achievement and new experiences. Individual children’s needs and preferences should be respected.1 Behavioral problems are the reactions and clinical manifestations which are resulting due to emotional disturbances or environmental maladjustments. The term behavior problems cover a range of workplace issues, including the emotional appearance of hygiene problems, insubordination verbal abuse, physical abuse or violence (K.P. Neeraja, 2000).1 Behavior means all the convert and overt activities of human beings that can be observed. Behaviors may be classified as cognitive, affective and psychomotor, cognitive refers to knowing, effective refers to feeling and psychomotor relates to doing (Bimla Kapoor, 1996).3 OBJECTIVES: • To assess the level of knowledge regarding behavioral problems of school children among primary school teachers. • To deliver a structured teaching program on knowledge regarding behavioral problems of children among primary school teachers. • To evaluate the effectiveness of structured teaching program on knowledge regarding behavioral problems of children among primary school teachers. • To find out the association between the knowledge regarding behavioral problems of children among primary school teachers with selected demographic variables. METHODS: Researcher used experimental one-group pre-test post-test design to conduct the study. The investigator used a quasi-experimental research approach for the study. The study was conducted in Primary School Kalyanpur. 40 teachers were selected as samples and were selected by using convinience sampling technique. The data was collected using structured knowledge questionnaire. RESULT: From the study it is found that the During the pre-test 3 (7.5%) teachers showed inadequate knowledge, most of the teachers 35 (87.5%) demonstrated moderately adequate knowledge and 2 (5%) adequate knowledge regarding behavioral problems. The mean pretest of score knowledge was 14, SD (3.6) and the mean post-test score of knowledge was 24.35, SD (2.89) for 39 degrees of freedom at the 5% level of significance, the calculated t value 14.02. Hence the calculated t value was more than the expected table value (2.064). It revealed that there was a significant difference between the pre-test and post-test level of knowledge and the hypothesis is accepted. CONCLUSON: The calculated “t” value of knowledge score was 14.02 at 29 degrees of freedom at 0.05 levels of significance which indicates the structured teaching programme was effective in improving the knowledge regarding behavioral problems. There was a significant association between post-test knowledge with age, previously identified children with behavioral problems. There was no significant association between post-test knowledge with age, sex, qualification year of experience, qualification year of experience KEYWORDS:-Effectiveness, behavioural disorder, Primary school teachers, school going children.

Please update immediately

"“A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING BEHAVIORAL PROBLEMS OF CHILDREN AMONG PRIMARY SCHOOL TEACHERS IN SELECTED SCHOOLS IN KALYANPUR.”", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 1, page no.b487-b575, January-2023, Available :http://www.jetir.org/papers/JETIRTHE2025.pdf

"“A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING BEHAVIORAL PROBLEMS OF CHILDREN AMONG PRIMARY SCHOOL TEACHERS IN SELECTED SCHOOLS IN KALYANPUR.”", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 1, page no. ppb487-b575, January-2023, Available at : http://www.jetir.org/papers/JETIRTHE2025.pdf