Early Childhood Behavioural Problems in Turkey: Teachers' Views, Challenges and Coping Strategies

Abstract

This research explored teachers' opinions on behaviour problems of 36- to 72-month-old children and examined factors associated with teachers' ability to cope with these problems. Purposive sampling was used and participants were 238 preschool teachers responsible for 36- to 72-month-old children. We examined self-reported skills in defining and evaluating behaviour problems, classroom management and behaviour management. Data were collected using a questionnaire developed specifically to measure teachers' views of children's behaviour problems. Data were analysed using descriptive statistics, t-tests and one-way analysis of variance, followed by Tukey tests. The findings indicate that educators currently employed within the Turkish education system do not possess the desired level of knowledge about behaviour problems and do not approach these problems appropriately. Teachers' reported skills in defining and evaluating behaviour problems, classroom management and behaviour management differed significantly according to their age, teaching experience and level of education.