Enhancing Teachers' Understanding and Support for Students with Emotional and Behavioral Disorders (EBD) in Ghanaian Second Cycle Educational Institutions

Abstract

The study aimed to explore the understanding and perspectives of teachers regarding students with Emotional and Behavioral Disorders (EBD) within specific second cycle educational institutions in Ghana. Employing a cross-sectional descriptive survey design, data was collected using a questionnaire. Through a multi-stage sampling approach, 400 teachers were selected from a total of 4539 across 95 public second cycle institutions in the Volta region. Out of these, 270 teachers responded to the questionnaire. The findings of the study revealed that teachers possessed a high level of awareness about the prevalence of EBD and held positive attitudes towards students with EBD. However, their knowledge regarding internalizing behaviors associated with EBD, such as depression, withdrawal, anxiety, and social phobia, was found to be limited. The focus of most teachers seemed to be directed towards students displaying externalizing behavioral disorders, including traits like hyperactivity, aggression, impulsivity, and vandalism, among others. A significant observation from the study was that teachers with higher educational backgrounds tended to possess more comprehensive knowledge about EBD. As a conclusion, the study highlighted the need for further education and awareness among teachers concerning the internalizing behaviors associated with EBD. It was suggested that the Ministry of Education should develop a comprehensive guide outlining the identification and characteristics of EBD. Additionally, regular in-service training programs should be established to equip teachers with the skills necessary for identifying and supporting students with EBD effectively.

Keywords: Emotional Disorders, Teachers' Understanding, Disabilities and Behavioral Disorders

DOI: 10.7176/JEP/14-28-04

Publication date:October 31^st 2023