Education Foundation and Teaching Management (FSS)

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Browsing Education Foundation and Teaching Management (FSS) by Subject "Adolescence Stress"

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    Coping with adolescence stress: Exploring teachers engagement in secondary school adolescents behaviour adjustment in Morogoro municipal council
    (Mzumbe University, 2018) Msumali, Neema
    Adolescents have been noticed to exhibit undesired behaviors as a manifestation of maladjustment. This study focused on exploring teachers‟ engagement in secondary school adolescents‟ behavior adjustment in Mororgoro municipal council. The motivation behind this study was based on having observed behavior problems in secondary school adolescents embedded with overwhelming complaints from parents, guardians and the community at large regarding adolescents involvement in drug abuse, defiance, suicide attempts, truancy, drop outs, teenage pregnancies, homo sexuality and other cases as such which ultimately and adversely affect their academic progress. The study objectives included identifying common psychological attributes that reflected adolescents behavior pattern, measuring the extent to which secondary school teachers engage in adolescents behavior adjustment, examining factors in education system that determine teachers engagement in adolescents behavior adjustment and analyzing factors that trigger behaviour maladjustments. This study was school based, including 36 (3 to 10 year- experienced) teachers and 12 adolescent students within 13-18 age groups making a total of 48 participants. Case study design was used in this investigation. Primary data was collected through interview, observation and open-ended questionnaire, while secondary data was collected through documentary review. Data presentation and analysis was done qualitatively and quantitatively. Key findings revealed that peer relationships, personal identity and bullying were the leading attributes among adolescents; school leadership styles, class size, teachers‟ motivation, existing education policy and community controls were the major determining factors for teachers engagement in their respective role and that behavior maladjustments were mostly triggered by environmental factors. Conclusions drawn from major findings were as follows; Environment is a major determining factor for individual's behavior; teachers engagement in adolescents behavior adjustment involves a blend of psychological, sociological, administrative and managerial measures; nature of teacher-student, teacher-parent, as well as school-community relationships are considerable in attaining morally-balanced adolescents; success or failure in teachers engagement goes parallel with success or failure in social, economic and political systems. The study recommends that further analysis and critical review of educational policies are required to safeguard adolescents‟ welfare in the face of social, economic and political changes that challenge moral values.