Teachers’ Knowledge and Use of Behaviour Modification Strategies in Classroom Management: Does Gender Matter?

Abstract

This study investigated the knowledge of teachers on behaviour modification strategies in classroom management. The descriptive survey design (quantitative approach) was employed. A multi-stage sampling procedure was employed for the study. Simple random, systematic, cluster and proportionate stratified sampling techniques were used to sample 327 public basic school teachers in the Western North region of Ghana for the study. Data for the study was collected using adapted questionnaire with 5-point Likert-type scale. Data were analysed using descriptive and inferential statistics. The study found that public school teachers in the Western North region of Ghana have moderate knowledge level on behaviour modification strategies in classroom management. More so, teachers in the aforementioned region frequently used tangible behaviour modification strategies such as earning incentives like toffees in classroom management. This study further established no significant gender difference in the use of behaviour modification strategies in classroom management. It is recommended that there should be an increase in content of classroom behaviour modification strategies in the program structure for teacher education institutions. Also, periodic refresher courses and in-service teacher preparation programs should be organized for teachers to help update their knowledge on the use of positive modification strategies in managing the classroom. This could help teachers find the use of the behaviour modification strategies less stressful and hence, manage their classrooms effectively.