The study investigated stress management strategies employed by lecturers of special education in selected public Universities in Ghana. It adopted a descriptive survey research design. A sample of 22 lecturers of special education students was selected from three (3) public universities using census technique. A four-point likert scale questionnaire was used to collect data from the respondents. The study revealed that the teachers experience stressful situations in their duties, and they used various stress coping strategies known to them. The study recommended that management of the universities should employ additional special education lecturers to reduce the workload of individual lecturers. Also, that management of the universities should sensitize lecturers to make use of counselling services provided by the universities.
Education is one of the tools humanity uses to help in developing society through man. Since society needs the contributions of everyone in developing it, a lot of efforts are made through research and others to educate almost everybody in society in contributing to it. The mind of the individual has to be trained to a level that it would be beneficial to each member of the society. In creating a better society, we could not depend on one person in carrying out the desired development else society or community would lag behind. Hence every person whether with any form of disability or not has to be developed to his/her full potential. Inclusive education has been internationally recognized as a philosophy for attaining equity, justice and quality education for all children, especially those who have been traditionally excluded from mainstream education for reasons of disability, ethnicity, gender or other characteristics (Nguyet & Ha, 2010).
Purpose: The purpose of this study is to investigate teacher perceptions and strategies in dealing with physical aggressive behaviours among children in early childhood centres in the Bolgatanga Municipality.
Methodology: A mixed-methods sequential exploratory design was chosen for this study. Data collection instruments included structured interview conducted for ten (10) headteachers from ten circuits and questionnaire for one hundred and twenty (120) for teachers, all purposively selected from sixty (60) early childhood centres.
Findings: The findings confirmed positive and supportive relationship between teacher and children and their families is essential for dealing with physically aggressive behaviours.
Unique contribution to Theory, Practice and Policy: The researcher recommended that there is the need to work collaboratively with school authorities and families of children to minimize the occurrence and impact of physically aggressive behaviours in their centers. The study would expand teachers’ understanding of the complexities of physical aggression and how critical it is to use proactive strategies to successfully manage it. It would help policy makers to formulate policy guidelines to addressing physical aggressive behaviours in early childhood centres. The researcher hopes that it will contribute significant insights as to ways in which teachers can be equipped with the necessary knowledge and skills to deal with various outburst of physical aggression in ways that will yield positive outcomes. It will also contribute to the body of literature both locally and globally by offering awareness as to the strategies that can be used effectively in managing physical aggression among our preschoolers. The study was underpinned by the Social Learning Theory; the Constructivist model; the Behaviour Model, and, the Ecological Model.
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