Practice of Behaviour Modification Techniques by Pre-Service Teacher Interns of Colleges of Education in Ghana

Grace Yeboah,Kyeremeh Tawiah Dabone,Grace Aba Mensah

doi:10.4236/jss.2020.810016

Abstract

Since the primary aim of every teacher is to create and maintain positive learning environment for learners, it is logical to admit that the teacher must have in-depth knowledge and skills which address disciplinary issues and educational needs especially in the classroom. It was on account of this that this study was undertaken to assess the level of practice of behaviour modification technique in the classroom by pre-service teacher interns using a cross-sectional survey design. Data collected from 360 respondents at Colleges of Education in Ghana and analyzed using a three-point Likert-type scale questionnaire, reveal that the pre-service teacher interns do not regularly practice most of the behaviour modification techniques expected to be used for effective classroom management during the internship programme. The findings further showed no significant differences between male and female respondents in their practice of behaviour modification techniques. In like manner, it was largely evident, that the programme of study for the pre-service teacher interns had no significant effect on their practice of behaviour modification techniques. It is in the light of the above findings that this study makes a helpful recommendation to strengthen teacher training institutions in addressing such deficiencies in the formation programme in Ghana.

Highlights

Data collected from 360 respondents at Colleges of Education in Ghana and analyzed using a three-point Likert-type scale questionnaire, reveal that the pre-service teacher interns do not regularly practice most of the behaviour modification techniques expected to be used for effective classroom management during the internship programme
This result indicates the ratings of pre-service teacher interns on their practice of behaviour modification techniques in the classroom after their internship programme
For 7 out of the 16 items, the mean ratings of the respondents were greater than 2 which suggest that the pre-service teachers during their internship programme very often practised that behaviour modification technique

Summary

Introduction

Since teachers’ preparation programmes bear great impacts on the teacher’s ability to provide effective and efficient instructional services and management of a class, pre-service teachers’ training programmes must focus on providing the requisite theoretical knowledge and practical experiences that would enable them create the conducive environment necessary for teaching and learning and help them become successful teachers. This is necessary because, all through their career, classroom discipline ranks foremost among the many and frequent issues teachers may have to confront

Methods

Results

Conclusion