INTRODUCTION:

The children of today will make the India of tomorrow. The way we bring them up will determine the future of the country¹.

School age is the period between 6-12 years. All young children can be naughty, defiant and impulsive from time to time, which is perfectly normal. However, some children have extremely difficult and challenging behaviours that are outside the norm for their age.²Children who suffer from behavior disorders are at a higher risk for school failure, suicide, and mental health problems. A behavioral problem is a departure from normal (acceptable) behavior beyond a point, to the extent behavioral problems can manifest themselves in many ways.³Schools should offer a safe and respectful learning environment for everyone. Teachers need to use positive interactive approaches than responding to inappropriate behaviors. Teachers need to communicate care and concern rather than a desire to punish when reacting to inappropriate behaviors. Children with behavioral problems have received more criticism and have suffered deterioration in their interactions with teachers over time. Effective way of reducing behavioural problems can be through behavioural plan developed by parents, teachers, children, administrators and school staff. Use positive interactive approaches that remove the need for inappropriate behaviour. The components include, inform pupil what is expected, avoid threats, build self confidence, use positive modelling and provide positive learning environment.⁵

prevalence rate of behavioral disorders and emotional disorders among school children and the relationship of these disorders with personal variables as well as to socio-demographic factors of the child's family.⁶Behavioral disorders were found in 24.6% of the school children. Male to female ratio was (2:1). The overall of prevalence rate of conduct disorder was 13.8%. Males to females ratio was (3.2:1). Whereas The overall of prevalence rate of emotional disorders was 10.8, and the ratio of males to females was (1.2:1). The highest percent (45.7%) for conduct disorder was found among school children in the fifth class, while the highest percent (39.5%) for emotional disorder was found among school children of fourth class. The results also reveal that there is a statistical significant association between behavior disorders and some individual factors related to the child and factors related to his family. In conclusion, the present study showed a significant behavioral disorder among school children. Also there was evidence of complex interaction between individual and family factors.⁷

School age is the period between 6-12 years. The school years are those years where it's time for new achievement and new experiences.⁸ All young children are having the impulsive and naughty behavior and it is common in all young children.⁹ But some hyperactive in behavior and become children have very much violent for small reasons, this behavior are not seems as normal and hard to change.¹⁰ Children who suffer from behavioral disorders such as attention deficit hyperactivity disorder are at higher risk for school failure because of lack of attention and face learning disability.¹¹

NEED OF THE STUDY:

Study was conducted on prevalence’s of behavioral problems of school going children in Ludhiana. The study included 957 school children they assessed the behavioural problems by using Rutter B scale, which was to be completed by the class teachers. Based on the screening instrument results and parental interview, 45.6% of the children were estimated to have behavioural problems, of which 36.5% had significant problems.¹²School is the place where children stay for longer time of a day other than the home, so school teachers are next to parents. so it’s important for the primary school teachers to have knowledge about behavioral and emotional disorders to detect the condition earlier by identifying the symptoms in children. Teachers are the first to identify behavioral and emotional disorders in children, so researcher planned a structured teaching program to provide knowledge towards behavioral and emotional disorders.¹³Emotional intelligence creativity and teacher effectiveness have emerged to be essential components of education in the past decades Emotional intelligence and creativity are inseparable dimensions to measure the effectiveness of teachers in the field of education¹⁴

AIM OF THE STUDY:

To assess the effectiveness of structured teaching program regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (f90-f98) on knowledge among primary school teachers in schools.

OBJECTIVES:

1. To assess knowledge of Primary School Teachers regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98).

2. To assess effectiveness of Structured Teaching Program on Knowledge of Primary School Teachers regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98).

3. To find association between pre-test study findings and selected demographic variables i.e. age, gender, marital status, years of experience.

Hypothesis:

H_01-There is no significant difference between pre-test and post-test level of knowledge regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98) among experimental group. (At p=0.05).

H_{02 -}There is no significant difference between change in level of knowledge among experimental and control group. (At p=0.05).

Research design: Quasi experimental non randomized control group Designwas used to achieve the aim of the study.

Subjects and Methods:

Research setting:

The study was conducted onPrimary school teachers ofselected Primary Schools of selected areas ofPune city.

Subjects: The subjects of the study include all available Primary school teachers at the beginning of the study which consisted of 70 Primary school teachers.

The period of implementation was 2 months. Implementation of the study passed into three phases (measure 1 assessment phase, implementation phase and measure 2 assessment phase).

Measure 1 Assessment Phase:

Subjects were givenSelf -reported structured questionnaire to assess demographic data and knowledge regardingbehavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98).

Implementation Phase:

The structured teaching program aimed at enhancing the Knowledge regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98) among Primary School teachers. This structured teaching program has a set of specific objectives for the session. This was achieved through several teaching methods such: lectures interweaved with group discussion, brainstorming, and examples from real life, modelling, getting participants' feedback, providing feedback, assigning homework.

The content of the structured teaching program sessions was as follows:

1. Explain Hyperkinetic disorder.

2. Describe Conduct disorder.

3. Enumerate Separation Anxiety Disorder.

4. Explain Phobic Disorder.

5. Explain Social Anxiety Disorder.

6. Discuss Sibling Rivalry Disorder.

7. Describe Elective mutism.

8. Enumerate Tic Disorder.

9. Discuss Non-organic Enuresis.

10. Explain Non-organic Encopresis.

11. Describe Feeding disorder of infancy and childhood.

12. Discuss Stereotyped Movement Disorder.

Measure 2 Assessment Phase:

Evaluation was done using Self- reported structured questionnaire.

An official approval was obtained from the selected primary schools of the city. The questionnaire used in the study was administered by the researchers. The primary schools teachers were briefed about the study, encouraged to participate and motivated to express their experiences. The primary schools teachers give fully informed consent to participate. It was emphasized that all data collected was strictly confidential and the data would be used for scientific purposes only. Data collection for this study was carried out in the period from February 2021 to March 2021.

Statistical analysis:

The data were computerized and verified using the SPSS (statistical package for social science) version 16.0 to perform tabulation and statistical analysis. Qualitative variables were described in frequency and percentages, while quantitative variables were described by mean and standard deviation.

RESULTS:

The data was analysed and presented in the following sections:

Section 1: Distribution of subjects in relation to demographic data.

Section 2: Effectiveness of structured teaching program was analyzed using descriptive statistics.

Section 3: Hypotheses were tested with the help of paired t test and unpaired t test.

Section 4: Association between pre-test study findings and selected demographic variables i.e., Age, gender, marital status, years of experience with the chi-square test.

Section I –

Table 1: Description of Socio demographic data. (n=70)

S. No	Variable	Frequency	%
1	Age
a	20-30 years	10	14.29
b	31-40 years	35	50
c	41-50 years	23	32.86
d	51 years and above	02	2.857
	Total	70	100
2	Gender
a	Male	01	1.429
b	Female	69	98.58
c	Wish not to mention	00	00
	Total	70	100
3	Years of Experience
a	1-5 years	12	17.14
b	6-10 years	30	42.86
c	11-15 years	11	15.71
d	16 years and above	17	24.29
	Total	70	100
4	Marital status
a	Married	66	94.29
b	Unmarried	04	5.714
	Total	70	100

In the present study, highest percentage 50% of respondents were in the age group of 31 to 40 years. Highest percentage 50% of respondents were females. 98.57%. 94.29% of respondents were married and 5.71% of respondents were unmarried. According to Years of experience, highest percentage (42.86%) of respondents had 6-10 years of experience and (24.29%) of respondents had experience of 16years and above.

Section II –

Table 2: Percentage wise distribution according to Pre-test and post-test mean percentage of respondents from experimental group. (n=70)

Experimental Group	Pre-test			Post-test			Difference in mean %
	Mean	SD	Mean %	Mean	SD	Mean %	Difference in mean %
	13.89	4.59	60.39	18.58	3.45	80.78	20.39

Comparison of pre-test and post-test shows the effectiveness of structured teaching program by (20.39%).

Table 3: Percentage wise distribution according to Pre-test and post-test mean percentage of respondents from control group. (n=70)

Control Group	Pre-test			Post-test			Difference in mean %
	Mean	SD	Mean %	Mean	SD	Mean %	Difference in mean %
	13.89	5.47	60.39	12.74	5.12	55.39	-5

Comparison of pre-test and post-test shows there is no effectiveness of structured teaching program (-5%).

Section III –

Table 4: Paired t test of pre and post-test knowledge in Experimental group.

S. N	Group	Mean	SD	‘t’ value	P Value	Level of significance
1	Pre-test	13.88	4.58	7.412	<0.0001	Significant
2	Post-test	18.57	3.45	7.412	<0.0001	Significant

table value=2.262 at p = 0.05

Highly significant difference was found between pre and post-test knowledge score. Hence the stated null hypothesis is rejected as it is interpreted that there was significant difference between pre-test and post-test knowledge score.

Table 5: Unpaired t test of post-test knowledge in Experimental group and Control group. (n=70)

SN	Group	Mean	SD	‘t’ value	P Value	Level of significance
1	Experimental group	18.57	3.45	5.845	<0.0001	Significant
2	Control Group	12.74	4.78	5.845	<0.0001	Significant

Table value= 2.262 at p = 0.05

Highly significant difference was found between post-test knowledge score from Experimental and control group. Hence the stated null hypothesis is rejected as it is interpreted that there was significant difference between post-test knowledge score.

Section IV - Association between pre-test study findings and selected demographic variables i.e., age, gender, marital status, years of experience: Comparison was done by chi square test.A significant association found between pre-test study findings and demographic variables like Gender as the level of calculated value of chi square (951.85) is more than table value (5.99) at p=0.05. No significant association found between pre-test study findings and demographic variables like Age, marital status, years of experience.

DISCUSSION:

Study done on 70 school teachers. There are 35 respondents were in the age group of 31 to 40 years. 69 respondents were females. 66 respondents were married. According to Years of experience, highest percentage 30 respondents had 6-10 years of experience and 17 respondents had experience of 16years and above.

Comparison between pre-test and post-test in experimental group shows effectiveness of structured teaching program by (20.39%). As the post-test mean % (80.78%) shows that the teachers had higher knowledge than the pre-test mean score (60.39%) indicates the effectiveness of structured teaching programme.

Hypothesis testing was done by using Paired and unpaired “t” test and chi-square test. Where Paired “t” value of pre and post-test knowledge of teachers regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98) in Experimental group. Highly significant difference was found between pre and post-test knowledge score of Teachers regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98) Experimental group (calculated t = 7.412 and table t = 2.262 at p=0.05) and (calculated t = 7.412 and table t = 3.250 at p=0.01).

Unpaired t value was calculated to analyze the difference in post-test knowledge score of teachers regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98) from experimental and control group. Highly significant difference was found between post-test knowledge score of Teachers regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98) from Experimental and control group (calculated t = 5.845 and table t = 2.262 at p=0.05) and (calculated t = 5.845 and table t = 3.250 at p=0.01). Hence the stated null hypothesis is rejected as it is interpreted that there was significant difference between post-test knowledge score.

Chi-square test applied to find association between pre-test study findings and selected demographic variables. Chi-square values for this test are respectively for Age is (χ²=9.27), Gender is (χ²=951.85), year of experience is (χ²=2.60), and for marital status is (χ²=2.95). A significant association found between pre-test study findings and demographic variables like Gender as the level as calculated value of chi square (951.85) is more than table value (5.99). No significant association found between pre-test study findings and demographic variables like Age, marital status, years of experience as the level as calculated value of chi square (9.27), (2.95), (2.60) is less than table value (12.59), (5.99), (12.59) respectively.

CONCLUSION:

Based upon the study results, it is concluded that implementation of structured teaching program regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98) on knowledge among primary teachers has a positive effect on improving their knowledge.

RECOMMENDATIONS:

From the forgoing conclusion, the following recommendations are suggested:

1. Study shows how Mental Health Professional could play vital role in improving the knowledge regarding behavioral and emotional disorders with onset usually occurring in childhood and adolescence (F90-F98) in parents as well as teacher.

2. The study can be conducted to assess the attitudes and coping strategy of school teachers towards children with behavioral problems.

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Received on 21.07.2023 Modified on 23.11.2023

Asian J. Nursing Education and Research. 2024; 14(1):38-42.

DOI: 10.52711/2349-2996.2024.00007