Teacher effectiveness: managing children with behaviour problems in primary schools in matete east zone, lugari district, kenya.

ABSTRACT 

The study dealt with teacher effectiveness in managing children with behaviour problems in primary schools. Following the implementation of free primary education, we expect all learners to be in school but to the contrary there is very high rate of school drop out, truancy of learners and school unrest. Therefore, these learners are not benefiting from FPE. The study is meant to determine how effective teachers are in managing learners with behaviour problems in primary schools. The researcher used descriptive survey design to gather data in to primary school in Matete zone in Lugari district. The researcher used random sampling method to pick the respondents in each school. Data was analyzed and came up with the following findings. That teachers did not employ appropriate classroom management strategies to manage behaviour problems. Also teachers did not employ appropriate strategies in programme instructions to carter for learners with behaviour problems that are assisted with academic difficulties. Teachers did not employ any method to motivate learners with behaviour problems. Finally teachers had negative altitudes towards these learners with behaviour problems. This kind of approach had the following implications. Poor academic performance in school. High school drop out of children, truancy of learners in school, school unrest and bullying others hence learners do not benefit from FPE. In conclusion there is need for the ministry of education to put up policy on capacity building of teachers. EARC in every district to intensity sensitization programme in their respective districts in order to change teachers attitudes towards these learners.