International Journal For Multidisciplinary Research

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A Descriptive Study to Assess the Knowledge on Behavioural Problems on Children among Primary School Teachers at Kuppam

Author(s) Prof. SREEDEVI T K, Ms. RAJI RAJESH, Ms. RONA SUSAN MAIJO, Ms. ROSEMARY SEBASTIAN, Ms. VASUNDHRA R
Country India
Abstract Background: Behavior problem can be defined as an abnormality of emotion, behavior or relationship that is sufficiently severe and persistent to handicap the child in his/her social or personal functioning or to caused stress to the child, his/her parents or to the community.1 Global research indicates a rising trend in youth mental health issues. While interest in this field has grown in Jordan over the last decade, few studies have targeted behavioral and emotional issues directly. To address this gap, a large-scale, national, school-based cross-sectional study was conducted between December 2022 and April 2023 on children and adolescents aged 8 to 18. The study evaluated individuals across a broad spectrum of learning environments, including public, private, UNRWA, and Zaatari camp schools, alongside non-formal education centers. Utilizing the Strengths and Difficulties Questionnaire (SDQ),2 In India, the overall prevalence rate of behavioral disorders among youth is 43.1%. The specific diagnostic breakdown includes attention-deficit/hyperactivity disorder (ADHD) at 29.7%, conduct disorder at 14.5%, and emotional disorders at 12.5%. Additionally, pervasive developmental disorders account for 9.5%, followed by scholastic (learning) disorders at 7.1% and adjustment disorders at 2%.3
Research want to assess the knowledge of primary school teachers regarding behavioral problems and their prevention among children. Because School teacher’s, who spend majority of there working hours interacting with children, observing them, have opportunity to identity changes in their behavior..4 Therefore, the present study aims to assess the knowledge on behavioural problems on children among primary school teachers at kuppam .Methods: a Qualititative descriptive design study was conducted to assess 102 primary school teachers and they were selected by a purposive sampling technique, the study was conducted in primary schools at Kuppam, the data was collected through self – administered knowledge questionnaire through interview technique for 30-35 minutes the data was analyzed by using descriptive statistics interventional statistical analysis.Results: : Majority 40(39.22%) of belongs to primary school teachers 20-30 years 36 (35.22%) Of them belongs to 31-4years 17(16.67%) of them belongs to 41-50 years 9(8.82%) of them belongs to 51+years
Majority 87(85.29%) of the primary school teachers were female, 15(14.71%) of them were males. Majority 60(58.82%) primary school teachers were married, 32(31.37%) of primary school teachers were unmarried, 5(4.90%) of primary school teachers were widows and widower, 5 (4.90%) primary school teachers were divorced. Majority 46(45.10%) primary school teachers were having 2, 25(24.51%) of primary school teachers were none,18(17.65%) primary school teachers were having 2 or more, 13(12.75%) primary school teachers were having 1 child. Majority 44(43.14%) primary school teachers were 2-5 years of experiences, 26 (25.49%)primary school teachers were more than 20 years of experience, 16(15.69%) primary school teachers were > 1 years and 16 (15.69%) primary school teachers not having experiences. Majority 37(36.27%) of the primary school teachers were graduates, 25(24.51%) of the primary school teachers were post graduates, 21(20.59%) of the primary school teachers were others and 19(18.63%) of the primary school teachers were diploma/certificate in educations.
levels of knowledge on behavioral problems on children among primary school teachers about 40(39.22%) of them were having adequate knowledge and 28 (27.45%) of them were having moderate knowledge, 34 (33.33%) of them were under in adequate knowledge. shows that the level of knowledge mean were 17.1 with a SD of 9.61 the association significant seen at marital status at the levels of (p<0.000), years of teaching experience at the levels of (p<.0.0000),specialized training in child development or behavioural management at the levels of (p<0.0), and other variables were not found to be significant
Conclusion: This descriptive study successfully profiled the existing levels of knowledge regarding childhood behavioral problems among primary school teachers. The descriptive data reveals 39.22% of teachers possess adequate knowledge, 27.45% have moderate knowledge, and 33.33% exhibit inadequate knowledge. Cumulatively, over 60% of the surveyed teachers lack complete adequacy in this domain. Because one-third of the educators lack a sufficient understanding of behavioral issues,The study Also showed that marital status and years of teaching experience , specialized training in child development had a statistically significant, other demographic variables such as age, gender, number of children in family, highest educational qualification were not significantly associated. Therefore, this study concludes that there is an essential need to develop and implement targeted educational programs to enhance teacher awareness and knowledge in behavioural problems on children.
Keywords Assess, Knowledge, children, behavioral problems, primary school teachers, primary school
Field Medical / Pharmacy
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-04
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.80369
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