Towards Positive Behaviours: An Evaluation of a Teachers’ Training on Classroom-based Interventions for Managing Problem Behaviours in Preschoolers in Nigeria

Abstract

Aim: This study was a cluster randomized trial, designed to evaluate the effect of a teachers’ training on Classroom-based Interventions for Managing Problem Behaviours in Preschoolers in Nigeria.
 Methodology: A total of 110 preschool teachers participated in the study. Fifty-five were randomly assigned to each of the intervention and the wait-list groups. Participants in the intervention group received two training sessions on child behaviour problems and management. Data was collected in 3 phases; baseline, immediate post-intervention and one-month post-intervention.
 Results: The proportion of participants in the intervention group who felt frustrated about managing challenging behaviours, reduced significantly (p=0.045) at follow up (14.5%) compared to baseline (32.7%). There was a statistically significant (p<0.001) increase in the proportion of those who documented problem behaviours occurring at school (72.7%) at follow up, compared to baseline (38.2%). Participants in the intervention group reported increased confidence and competence to manage problem behaviours in their classroom settings.
 Conclusion: This study showed that training interventions can improve the perception, competence and skills of teachers in managing problem behaviours among preschoolers. It is recommended that preschool teachers receive training that will improve their classroom management of children with problem behaviours, even in low-income settings.