INTRODUCTION:

Children are mirror of a nation. They are our future and our most precious resources. The quality of tomorrow’s world and perhaps even its survival will be determined by the well- being, safety and the physical and intellectual development of children today. To predict the future of a nation, it has been remarked, one need not consult the stars; it can more easily and plainly be read in the faces of its children.¹According to World Health Report 15% of children have serious emotional disturbance. Epidemiological study of child and adolescent psychiatric disorders conducted by ICMR indicated the overall prevalence of mental and behavioral disorders in Indian children to be 12.5%.

Mental disorders account for 5 of the top 10 leading causes of disability in the world for children above 5 years of age. Besides the increase in number of children seeking help for emotional problems, over the years, the type of problems has also undergone a tremendous change.²Indian studies also reflect similar variability. Studies conducted in rural and urban areas of different part of India suggest prevalence range ranging from approximately 1.16 % to 43.1%.¹School teacher is the second mother to every child. So children listen to every point that teacher teaches, the unhealthy child cannot be expected to take full advantage of schooling Health education must remain mainly in the hands of the teacher and the school health Workers. Health education is a part of general education. A growing understanding of the Physical, mental, emotional and normal nature of the children is the essence of professional teaching ability. Emotional behavioral problems are widely prevalence in any school children.³Teacher can have an immense impact on young children’s health as reported by UNESCO; there are almost 43 million teachers around the world at the primary and secondary level. Every day at least 5-6 hrs. It is the school teacher who comes in contact with school children. If school teacher have knowledge regarding emotional and behavioral problems it will help the teachers to identify problems as early as possible and take remedial measures promptly. Care of school age child is not only important in itself, the school system also offers an excellent country wide network and entry point for a comprehensive health program.³ The quality of human resources of any country is largely determined by the quality of its child development services.

The etiological factors for mental health problems of children are usually biological risk factors, genetic risk factors, family relationship risks, experiential risks and social environmental risk factors. A number of specific biological factors are associated with behavioral and developmental problems, mainly they contribute to behavioral & emotional problems.⁴Teachers plays very important role in early diagnosis of mental health problems, giving reference to medical personal and also promotion of mental health among children in their schools. Schools children will spend their more time with their respective school teachers.⁵

STATEMENT OF THE PROBLEM:

A study to assess the knowledge on “handling of the children’s with emotional and behavioural problems in order to prepare self-instruction module among selected primary school teacher’s in Bangalore south.”

OBJECTIVES OF THE STUDY:

· To assess the existing knowledge of teachers regarding selected emotional and behavioral problems of primary school children.

· To associate the level of knowledge of teachers with selected demographic variables.

ASSUMPTIONS:

a. Primary school teachers may have some knowledge regarding handling of children with emotional and behavioral problems.

b. Knowledge of primary school teachers may have relationship with selected socio- demographic variables

METHODOLOGY:-

The descriptive design was used to assess the knowledge of primary school teachers regarding handling of children’s with emotional and behavioral problem in selected primary schools of Bengaluru south. The study subjects were selected from primary schools of Bangalore south.A sample consists of primary school teachers above the age group of 20 and below 60 (male & female) at selected primary schools of Bengaluru south.The sample size comprises of 30 primary school teachers.The convenient sampling type was adopted for selecting samples for the present study.

RESULTS:

Table – 1. Distribution of primary school teachers by age and gender N=30

Characteristics	Category	Primary school teachers
Characteristics	Category	Frequency	Percent
Age Group	20-29	9	30.0
	30-39	7	23.3
	40-49	11	36.7
	50-59	3	10.0
Total		30	100%
Gender	Male	2	6.7
Gender	Female	28	93.3
Total		30	100%

Table 1 gives a description of classification of primary school teachers by age and gender. Out of 30 primary school teachers 30.0% (9) of the teachers are in the age of 20-29 years, 23.3% (7) of the teachers are in between the age of 30-39 years, 36.7%(11) of the teachers are in between the age of 40-49 years, whereas 10.0%(3) of the teachers are in between the age of 50-55 years. Gender- out of 30 primary school teachers 6.7% (2) of the teachers were males as compared to 93.3% (28) of female primary school teachers.

Table–2. Distribution of primary school teachers by educational status and marital status N=30

Characteristics	Category	Respondents
Characteristics	Category	Frequency	Percent
Educational status	Undergraduate	19	63.3
Educational status	Post graduate	11	36.7
Total		30	100%
Marital status	Bachelor/spinster	3	10.0
Marital status	Married	27	90.0
Total		30	100%

Table 2 shows classification of Primary school teachers by educational status and marital status. Out of 30 primary school teachers 63.3 % (19) of the primary school teachers are undergraduate, 36.75% (11) of the primary school teachers are post graduate. Out of 30 primary school teachers 10% (3) primary school teachers are bachelor whereas 90.0% (27) of the primary school teachers are married.

Table – 3. Classification of primary school teachers by type of family, family income per month and sources of information on emotional and behavioral problems. N=30

Characteristics	Category	Primary school teachers
Characteristics	Category	Number	Percent
Type of family	Joint	10	33.3
	Nuclear	18	60.0
	Single	2	6.7
total		30	100%
Family income per month	Below 25,000	19	63.3
	25,000-50,000	5	16.7
	50,000-1,00,000	6	20.0
Total		30	100%
Sources of information	Print media	5	16.7
Sources of information	Electronic media	25	83.3
Total		30	100.%

Table 3 shows classification of primary school teachers by type of family, family monthly income and sources of information on emotional and behavioral problems. Out of 30 primary school teachers 33.3% (10) of the primary school teachers were from joint family, 60.0% (18) were from nuclear family followed by 6.7%(2) primary school teachers live single. Out of 30 primary school teacher 63.3% (19) of the primary school teacher had family monthly income of below 25,000 Rs. 16.7% (5) primary school teacher had monthly family income between 25,000-50,000 and 20.0% (6) primary school teacher had family monthly income 50,000-1,00,000.

Further out of 30 primary school teachers majority 83.3% (25) of the primary school teacher had source of information on emotional and behavioral problem in primary school children through electronic media and 16.7% (5) teacher had source of information through print media.

Table – 4. Classification of primary school teachers by overall knowledge level on handling of children with emotional and behavioral problems.

Knowledge Level	Category	Respondents
Knowledge Level	Category	Number	Percent (%)
Inadequate	< 34% score	7	23.33
Moderate	34% - 67% score	19	63.33
Adequate	67%-100% score	4	13.3
Total		30	100.0

Table 4 depicts classification of primary school teachers by knowledge level on handling of children with emotional and behavioral problems. It represents that out of 30 primary school teachers 13.3(4)% of the primary school teacher had adequate knowledge, 63.33(19) % of the primary school teachers had moderate knowledge and 23.3(7)% of the primary school teacher had inadequate knowledge on handling of children with emotional and behavioral problems.

Table -5. Over all and Aspect wise mean knowledge scores of primary school teachers on handling of children with emotional and behavioral problems

No.	Knowledge Aspects	Statements	Max. Score	Respondents Knowledge
No.	Knowledge Aspects	Statements	Max. Score	Mean	SD	Mean (%)	SD (%)
I	General questions on emotional and behavioral problems	25	20	13.7	4.59	54.8%	41.55
II	Knowledge of teachers in handling of children with emotional and behavioral problem	05	05	1.40	1.35	28	38.96
	OVER ALL	30	25	15.1	5.94	67.09	40.56

Table 5 depicts the aspect wise mean knowledge score of primary school teachers on handling of children with emotional and behavioral problem. The total mean knowledge score was found to be 67.09% with SD of 40.56% on general question and handling of children with emotional and behavioral problem. The aspect wise mean knowledge score of primary school teacher was ranged between 13.7 % and 1.40 %. The highest (54.8%) mean knowledge score was found in the aspect of general questions of emotional and behavioral problems followed by knowledge of teachers in handling of children with emotional and behavioral problem (28 %), shows overall mean knowledge of primary school teachers on handling of children with emotional and behavioral problem. The overall mean knowledge score of primary school teachers on handling of children with emotional and behavioral problem was found to be 67.09% and SD as 40.56 %.

Table – 6. Association between age group and knowledge level of primary schoolteachers, on handling of children with emotional and behavioral problem

Age in Years	Sample (N)	Knowledge Level						_χ2 Value
		Adequate		Moderate		Inadequate
		N	%	N	%	N	%
20-29	9	1	11.1	7	77.7	1	11.1	3.69^NS
30-39	7	1	14.2	4	57.1	2	28.5
40-49	11	2	18.1	6	54.5	3	27.2
50-59	3	0	0	2	66.6	1	33.3
Total	30	4		19		7

The data indicates the association between age group and knowledge level of primary school teachers on handling of children with emotional and behavioral problem.

It shows that among 30 primary school teacher in the age group of 20-30 years, 11.1 % (1) had adequate knowledge level, 77.7 % (7) respondent had moderate knowledge level and 1.1% (1) respondents had inadequate knowledge level. Further, among 7 primary school teacher between the age group 30-39 years, 14.2 % (1) had adequate knowledge level, 57.1 % (4) had moderate knowledge level and 28.5% (2) had inadequate knowledge level. Also among 11 respondents with the age group 40-49 years, 18.1 % (2) had adequate knowledge level, 54.54% (6) had moderate knowledge level and 27.2 (3) had inadequate knowledge level. And among 3 respondents with the age group 50-59 years, 0 % (0) had adequate knowledge level, 66.6 % (2) had moderate knowledge level and 33.3 (1) had inadequate knowledge level. Hence, the value of X² is found to be not significant at 5% level (X² = 3.69*, P>0.05). It indicates that there is no significant association between knowledge and the respondent’s age.

Table – 7. Association between gender and knowledge level of primary school teacher on handling of children with emotional and behavioral problem

Gender	Sample (N)	Knowledge Level						_χ 2 value
		Adequate		Moderate		Inadequate
		N	%	N	%	N	%
Male	2	O	0	1	50	1	50	0.25^NS
Female	28	4	14.2	18	64.2	6	21.4
Total	30	4		19		7

NS- Not Significant at 5% level X ² (0.05, 2 df) = 5.99

Table 7 indicates the association between gender and knowledge level of primary school teacher on handling of children with emotional and behavioral problem.Among 2 male respondents 0 % (0) respondents were found to be having adequate knowledge level, 50% (1) respondents possessed moderate knowledge level and 50% (1) primary school teacher had inadequate knowledge and among 28 female primary school teachers 14.2 %(4) female primary school teacher possessed adequate knowledge, 64.2%(18) Primary school teachers had moderate knowledge and 21.4% (6) female primary school teacher found to have inadequate knowledge.Hence, the value of _χ² is found to be not significant at 5% level (_χ² = 0.25, P>0.05). It indicates that there is no significant association between knowledge and the respondent’s gender.

Table – 8. Association between educational status and knowledge level of primary school teachers on handling of children with emotional and behavioral problem

Educational Status	Sample (N)	Knowledge Level						_χ² value
		Adequate		Moderate		Inadequate
		N	%	N	%	N	%
University graduate	19	1	2.4	13	68.4	5	26.3	19.2^*
Post graduate	11	3	27.2	6	54.4	2	18.1
Total	30	4		19		7

Table – 8 depicts the association between education and knowledge level of primary school teachers on handling of children with emotional and behavioral problem. Among 19 primary school teachers qualified with university graduate, 2.4 % (1) had adequate knowledge, 68.4 % (13) had moderate knowledge and 26.3 % (5) had inadequate knowledge. Among 11 primary school teachers qualifies with post graduate, 27.2% (3) had adequate knowledge level, 54.4 % (6) primary school teacher had moderate knowledge level and18.1% (2) had inadequate knowledge. Hence, the value of X² is found to be significant at 5% level (X² = 19.2* P<0.05). It indicates that there is significant association between knowledge and the primary school teacher education.

Table 9 depicts Association between marital status and knowledge level of primary school teachers on handling of children with emotional and behavioral problem. Among 3 unmarried primary school teacher 0 % (0) primary school teacher were found to be having adequate knowledge level, 100 % (3) of unmarried primary school teacher possessed moderate knowledge level and 0%(0) of unmarried primary school teachers possessed inadequate. Further among 27 married primary school teachers 14.8 % (4) primary school teacher who possessed adequate knowledge while 59.2 % (16) of married primary school teacher found to have moderate knowledge and 25.9%(7) of married primary school teacher possessed inadequate.Hence, the value of X² is found to be not significant at 5% level (X² = 4.38* P>0.05). It indicates that there is no significant association between knowledge and the respondent’s marital status.

Table – 9. Association between marital status and knowledge level of primary school teachers on handling of children with emotional and behavioral problem

Marital Status	Sample (N)	Knowledge Level						_χ2 value
		Adequate		Moderate		Inadequate		_χ2 value
		N	%	N	%	N	%
Unmarried	3	0	0	3	100	0	0	0.76^NS
Married	27	4	14.8	16	59.2	7	25.9
Total	30	4		19		7

Table – 11. Association between type of family and knowledge level of primary school teachers on handling of children with emotional and behavioral problems

Type of Family	Sample	Knowledge Level						_χ²value
		Adequate		Moderate		Inadequate
		N	%	N	%	N	%
joint	10	2	20	3	30	5	50	0.05^NS
nuclear	18	2	11.1	14	77.7	2	11.1
single	2	0	0	2	100	0	0
Total	30	4		19		7

Table – 11 shows Association between type of family and knowledge level of primary school teachers on handling of children with emotional and behavioral problems. Among 10 primary school teachers from joint family, 20% (2) had adequate knowledge level, 30 % (3) had moderate knowledge level and 50% (5) had inadequate knowledge level. Further among 18 respondents from nuclear family 11.1% (2) had adequate knowledge level, 77.7 % (14) had moderate knowledge level and 11.1% (2) had inadequate knowledge level. And 2 primary school teachers from single family, 0 % (0) had adequate knowledge, 100% (2) had moderate knowledge and 0 % (0) had inadequate knowledge. Hence, the value of X² is found to be non- significant at 5% level (X² = 0.168 ^NS, P>0.05). It indicates that there is no significant association between knowledge and the respondent’s type of family.

Table 12 shows the association between family monthly income and knowledge level of primary school teachers on handling of children with emotional and behavioral problems. It shows that among 19 primary school teachers with family income below Rs. 25000, 10.5% (2) had adequate knowledge level while 52.6 % (10) had moderate knowledge level and 36.8%(7) had inadequate knowledge level. among 5 primary school teachers with family income between 25,000- 50,000, 0% (0) had adequate knowledge level while 100 % (5) had moderate knowledge level and 0% (0) had inadequate knowledge level, among 6 primary school teachers with family income between 50,000- 1,00,000, 33.3% (2) had adequate knowledge level while 84.2 % (32) had moderate knowledge level and 2.6% (1) had inadequate knowledge level.Further, among 14 respondents with family income above 15000, 21.4% (3) respondents had adequate knowledge level and 66.6% (4) had moderate knowledge level and 0 % (0) had inadequate knowledge level.Hence, the value of X² is found to be not significant at 5% level (X² = 3.89* P>0.05). It indicates that there is no significant association between knowledge and the respondent’s income.

Table– 12. Association between family monthly income and knowledge level of primary school teachers on handling of children with emotional and behavioral problem

Family monthly income	Sample	Knowledge Level						_χ²value
		Adequate		Moderate		Inadequate
		N	%	N	%	N	%
Below Rs.25000	19	2	10.5	10	52.6	7	36.8	7.78^NS
Rs.25,000-50,000	5	0	0	5	100	0	0
Rs.50,000- 1,00,000	6	2	33.3	4	66.6	0	0
Total	30	4		19		7

NS- Not Significant at 5% level _χ ² (0.05, 6 df) = 12.59

Table–13. Association between source of information and knowledge level of primary school teacher on handling of children with emotional and behavioral problem.

Source of information	Sample (N)	Knowledge Level						_χ2 value
		Adequate		Moderate		Inadequate
		N	%	N	%	N	%
Print media	5	2	40	1	20	2	40	0.76^NS
Electronic media	25	2	8	18	72	5	20
Total	30	4		19		7

Table 13 depicts Association between source of information and knowledge level of primary school teachers on handling of children with emotional and behavioral problem. Among 5 primary school teacher responding to print media 40 % (2) primary school teachers were found to be having adequate knowledge level, 20% (1) primary school teacher possessed moderate knowledge level and 40% (2) primary school teacher possessed inadequate. Further among 25 primary school teacher responding electronic media 8 % (2) primary school teacher possessed adequate knowledge while 72 % (18) of primary school teacher found to have moderate knowledge and 20%(5) primary school teacher possessed inadequate.Hence, the value of X² is found to be not significant at 5% level (X² = 4.38* P>0.05). It indicates that there is no significant association between knowledge and the respondent’s marital status.

CONCLUSION:

The knowledge regarding handling of children with emotional and behaviour problem in order to prepare a self-instruction module among the selected primary school teachers was found effective in term of handling the child.

REFERENCE:

1. Lalti Tirkey, Masroor Jahan. Behavioural Problems in School Going Children in India. Eastern Journal of Psychiatry. 2007; 10: 11- 16.

2. Bhatia M.S and N K Dhar, A Comprehensive Text book of child and adolescent Psychiatry, New Delhi. CBS Publishers nd Distributors. 1996; 10(2): 12-8.

3. Gupta SP. Statistical Methods, New Delhi, Sultanchand and Sons Publishers. 1997; A3.30 – A3.43PP.

4. Panda K C, Education of Exceptional Children, New Delhi, Vikas Publishing House Pvt Ltd. 1997; 174 – 175PP.

5. Bhatia MS, Bhasin SK, Choudhar S, Sidana A. Behaviour disorders among school going children attending a nursery school. Journal or Mental Health and Human Behaviour. 2000; 5(1): 7-11.

Received on 01.03.2024 Modified on 28.05.2024

Asian J. Nursing Education and Research. 2024;14(3):239-243.

DOI: 10.52711/2349-2996.2024.00048