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Advances in Social Sciences Research Journal – Vol. 9, No. 9
Publication Date: September 25, 2022
DOI:10.14738/assrj.99.13220. Ibrahim, M. G., & Ibrahim, K. (2022). Teacher Misbehaviour and Its Impact on the Education of Students in Public Basic Schools: A
Study of Teachers in the Tamale Metropolis. Advances in Social Sciences Research Journal, 9(9). 544-552.
Services for Science and Education – United Kingdom
Teacher Misbehaviour and Its Impact on the Education of
Students in Public Basic Schools: A Study of Teachers in the
Tamale Metropolis
Ibrahim, Mohammed Gunu
Department of Educational Management and Policy Studies
Faculty of Education, University for Development Studies,
P. O. Box 1350, Tamale, Ghana
Ibrahim, Kamil
Ghana Education Service, P. O. Box 6 E/R, Tamale, Ghana
ABSTRACT
This study explores the causes, forms and effects of teacher misbehaviour on the
educational progression of basic school level students in the Tamale Metropolis in
the Northern Region of Ghana. The study employed the survey design and adopted
a quantitative approach in analyzing the data. The findings revealed that
absenteeism, drunkenness, sexual abuse, and drug abuse were forms of
misbehaviour practised by some teachers in public basic schools in Tamale.
Precipitating factors included poor living environment, inadequate salaries and
teachers residing faraway from schools. Based on these findings, the research
recommended that Ghana Education Service in the Tamale Metropolis should
withdraw or sanction any teacher found to be engaging with the abuse of drugs and
other substances. Headteachers of basic schools in the metropolis should be given
more training on monitoring and effective observation of their teachers and on
their relationship with the students, especially female students.
Keywords: Teacher misbehaviour, Education, Public basic schools, Tamale Metropolis
BACKGROUND
The unique character of education in any country is dependent on the caliber of teachers
available because teachers are major stakeholders in the realization of educational objectives.
The teacher is a role model; he or she is a personal figure of the educational ladder, a symbol
with whom students can recognize and compare themselves (Brunner, 1977; Power and
Wilson, 2019; Cohen-Azaria and Zamir, 2021). Teacher discipline is therefore a kingpin to
sound and safety school life (see Hill and Hill, 1994; Ibrahim, 2017). The school environment
will therefore become a dangerous place for learning and mental growth of students when
teacher behaviour creates a sense of abuse and transmission of bad character (see Ibrahim,
2018, 2017; Scott, 2007). The educational progress of some students will be disrupted
especially the girl child who are mostly vulnerable at the preparatory school level. The deviant
behavior of teachers and their negative impact on the educational progression of students at
the basic school level have attracted some attention from stakeholders in education.
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Ibrahim, M. G., & Ibrahim, K. (2022). Teacher Misbehaviour and Its Impact on the Education of Students in Public Basic Schools: A Study of Teachers
in the Tamale Metropolis. Advances in Social Sciences Research Journal, 9(9). 544-552.
URL: http://dx.doi.org/10.14738/assrj.99.13220
Teacher misbehaviour such as sexual harassment/abuse, rape and corporal punishment have
been reported in many countries globally (see Simuforosa, 2015; Ibrahim, 2017). Also, evidence
from various forms of teacher misbehaviour has been reported by the media across Ghana.
Example, an arrest of a 40-year-old Headteacher in Garu in the Upper East Region for allegedly
defiling a 13-year-old class five pupil in 2015 (Badu, 2015). Teachers’ attitudes greatly
influence continuous attendance and retention of girls in schools.
The persistent increase in teacher misbehaviour is an impediment towards the implementation
of educational policies, particularly Education for All (EFA) and the UN Sustainable
Development Goals (SDGs). Hence, the need to study the impact of teacher misbehaviour on the
educational progress of students from one educational level to another in public basic schools
of the Tamale Metropolis.
This study will support educational stakeholders in designing and organizing suitable in- service training programmes for teachers in public basic schools. It would also highlight various
forms of teacher misbehaviour prevalent in public basic schools to assist educational
institutions and administrators in controlling and preventing such misbehaviour. Finally, it
would highlight some suggestions for educational stakeholders, especially school managers, to
consider in the management of teacher misbehaviour in public basic schools. In the following
the research questions that needed to be answered are presented.
Research Questions
The following are the research questions:
1. What are the causes of teacher misbehaviour among public basic schools’ teachers in the
Tamale Metropolis?
2. What are the various forms of misbehaviour practiced by some teachers in the Tamale
Metropolis?
3. What are the effects of teacher misbehaviour on the academic progression of students at the
basic school level in the Tamale Metropolis?
Theoretical Understanding
The Theory of Social Control
Social control theory means that the school environment and experiences act as social bonds
that help in restraining the child from becoming involved in misbehaviour (Sprott, 2004;
Boman et al. 2012; Ward, Boman and Jones, 2015). Hirschi identified four elements of social
bonds. These include: 1) attachment (concern for others and their views), 2) dedication (that is
commitment to school) 3) engagement (participating in school activities) and 4) beliefs
(acceptance of school rules and seeing school authority as being fair in their dealings). Hirschi’s
theory states that these elements work in harmony to ensure conformity thereby reducing
adolescent’s participation in abnormal behaviors. This theory is supported by previous
research work of Sprott (2004).
This theoretical underpinning is employed to explain that teacher behaviour has a direct replica
effect on the children (Ibrahim, 2017). This theory is situated in the context of a teacher
transmitting a behaviour pattern to his/her students as a result of their daily interactions. In
the following the methodology is presented.
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METHODOLOGY
The study used a descriptive survey design (Bryman, 2015; De Vaus, 2001). Descriptive
research is considered one of the most commonly used research designs in social sciences
(Adams et al., 2007). The individual teachers, headteachers, and students constituted the
sampling units for this study. Therefore, the teacher’s and students’ opinions and
characteristics were sought to understand the effects of deviant teachers’ behavior on students
at the basic school level in the Tamale Metropolis in the Northern Region of Ghana.
Out of a total population of 248 public basic schools in the Tamale Metropolis, thirty (30)
schools were selected using the simple random sampling technique. This comprised both
primary and junior high school (JHS) in the metropolis. Out of the total number of 3,411
teachers in the metropolis, 171 teachers were selected using the proportional stratified
sampling technique with a proportional fraction of 0.05. Also, with a total number of 68,496
students in public basic schools of the Metropolis, five (5) students each were selected from the
thirty public basic schools using the simple random sampling technique. This gave a total of 150
students selected for the study.
For a sample representation from a total number of 248 (1 head * 248 Schools) headteachers
in the Metropolis, the proportional stratified sampling technique was again applied with a
proportional fraction of 5/100 to obtain a sample of 12 participants. Finally, the Metropolis is
divided into 15 circuits with one supervisor assigned to each circuit. This study included all the
supervisors in the Metropolis for a more accurate and reliable report. Therefore, the sample
size for this study was 348 as summarized in Table 1.
Table 1. Sample Size for the Study
Population Sample Technique
Teachers 171 Proportional Stratified Sampling
Students 150 Simple Random Sampling
Head Teachers 12 Proportional Stratified Sampling
Circuit Supervisors 15 Simple Random Sampling
Total Sample 348 Sample for the Study
Ethical Consideration
Permission to conduct the study was sought from the various heads of selected public basic
primary and junior high schools in the Tamale Metropolis. The research participants were made
to understand that the purpose of the study was basically academic. The respondents
voluntarily participated in the research after signing the consent forms. Parents of the students
signed for them after reading the information sheet. Participants voluntarily filled the
questionnaire. Finally, anonymity and confidentiality of the information were maintained.
RESULTS AND DISCUSSION
This section examines the causes of teacher misbehaviour, forms of misbehaviours practiced
by some teachers and the effects of teacher misbehaviour on the academic progression of
students in public basic schools in the Tamale metropolis. The results are presented in Tables
2, 3 and 4 below.
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Ibrahim, M. G., & Ibrahim, K. (2022). Teacher Misbehaviour and Its Impact on the Education of Students in Public Basic Schools: A Study of Teachers
in the Tamale Metropolis. Advances in Social Sciences Research Journal, 9(9). 544-552.
URL: http://dx.doi.org/10.14738/assrj.99.13220
What are the Causes of Teacher Misbehaviour in Public Basic Schools?
The responses regarding the causes are recorded based on a scale of 1 to 5, where: 1 represents
‘strongly agree’, 2 is ‘agree’, 3 denotes ‘not sure’, and 4 and 5 are ‘disagree’ and ‘strongly
disagree’ respectively. Based on the absolute mean value of 2, the respondents agreed that poor
living environment, inadequate salaries, teachers residing far from schools, lack of frequent
visits by education officers, failures to fulfil teachers' needs and demands, unsatisfied job
conditions, supervisors ignoring the conduct of teachers in school, teachers not being motivated
to teach in the absence of furniture or teaching and learning materials, and teachers not being
satisfied with issues regarding promotion in Ghana Education Service are causes of teacher
misbehaviour in public basic schools.
However, the respondents were not sure whether shifting classes (double sessions), low level
of professional knowledge, working for a long time in the same school, poor teaching methods,
strict rules in class, and inadequate punishment given to teachers exhibiting deviant behaviour
in school can cause teacher misbehaviour in the public basic schools in the Tamale metropolis
given their absolute mean values of 3.
Table 2. Causes of Teacher Misbehaviour in Public Basic Schools
S/N Variable N Mean
1. Poor living environment 348 2.28
2. Inadequate salaries 348 2.08
3. Shifting classes (double session) 348 3.15
4. Teachers residing far from schools 348 2.25
5. Low level of professional knowledge 348 2.78
6. Working for long time in the same school 348 2.79
7. Lack of frequent visits by education officers 348 2.25
8. Failure to fulfil teachers needs and demand 348 1.92
9. Poor teaching methods 348 2.72
10. Strict rules in class 348 2.86
11. Unsatisfied job conditions 348 2.27
12. Supervisors ignoring the conduct of teachers in school 348 2.39
13. Not enough corrective punishment given to teachers exhibiting
deviant behaviour in school 348 2.53
14. Teachers are not being motivated to teach in the absence of furniture
or teaching and learning materials 348 1.84
15. Teachers not being satisfied with issues regarding promotion in
Ghana Education Service 348 2.09
Key: 1=Strongly Agree, 2=Agree, 3=Not Sure, 4=Disagree, 5=Strongly Disagree
Source: Field Survey, 2019
Table 2 shows that there are several factors that cause teacher misbehaviour in public basic
schools in the Tamale Metropolis. This implies that some teachers misbehave because of the
school surrounding environment, which could mean that they are lacking certain needs which
are very vital to their lives and which impede the smooth running of school as well as the
successful progression of students from one educational level to the other. Andreoli and
LefRowtz (2009) report that misbehaviour of teachers is particularly affecting the conducive
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environment of the institution. Misbehaviour in schools is therefore impacting institutional
interest, credibility and progress (Berry et al., 2007). It requires attention from the government
and other significant stakeholders in the educational sector to support teachers to exhibit good
conduct.
What are the various forms of misbehaviour practiced by some teachers in public basic
schools?
The responses regarding forms of misbehaviour are recorded based on a scale of 1 to 5, where:
1 represents ‘strongly agree’, 2 is ‘agree’, 3 denotes ‘not sure’, and 4 and 5 are ‘disagree’ and
‘strongly disagree’ respectively.
From the analysis in Table 3, the absolute mean value of 2 indicates that the respondents agree
that absenteeism and teachers' inability to complete syllabus in the public schools are forms of
misbehaviour practiced by some teachers. Among others, the respondents indicated that they
were not sure whether drunkenness, ssexual abuse, eexamination fraud, aabusive language,
drug abuse, uethical dressing by teachers and students, employing corporal punishment as a
corrective measure in public basic schools, the inability of headteachers to regularly observe
activities in the classroom, teachers engaging in selling during school hours, teachers dressing
unprofessionally to school, teachers sitting under trees, fighting among teachers, and irregular
assessment of teachers were forms of misbehaviour practiced by some teachers in the public
basic schools in Tamale as their mean values were approximately 3. The respondents further
disagreed that teachers' engagement in drinking or smoking cigarettes during academic work
is a form of misbehaviour.
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Ibrahim, M. G., & Ibrahim, K. (2022). Teacher Misbehaviour and Its Impact on the Education of Students in Public Basic Schools: A Study of Teachers
in the Tamale Metropolis. Advances in Social Sciences Research Journal, 9(9). 544-552.
URL: http://dx.doi.org/10.14738/assrj.99.13220
Table 3. Various Forms of Misbehaviours Practised by Some Teachers in Public Basic Schools
S/N Variable N Mea
n
1. Absenteeism 348 2.11
2. Drunkenness 348 2.87
3. Sexual abuse 348 2.88
4. Examination fraud 348 2.85
5. Abusive language 348 2.67
6. Drug abuse 348 3.12
7. Unethical dressing by teachers and students 348 2.84
8. Teachers use corporal punishment as corrective measure in public basic
schools
348 2.85
9. Teachers do not explain to students about the relevance of their exams
score in class
348 2.96
10. Headteachers do not regularly observe activities in the classroom 348 2.82
11. Head teachers are often away from school 348 3.24
12. Teachers engaged in drinking or smoking of cigarettes during academic
work
348 3.76
13. Teachers do not conduct morning assemblies in most public basic schools
before lessons begin
348 3.47
14. Teachers ask pupils to do private jobs for them such as farming, washing
motor bicycles during school hours
348 3.24
15. Teachers are engaged in selling during school hours 348 3.27
16. Teachers dress unprofessionally to school 348 3.34
17. Headteachers do not vet teachers lesson notes regularly 348 3.45
18. Teachers remain sited under trees when breaks over 348 3.3
19. Some teachers are engaged in love affairs with some students in some
public basic schools
348 2.56
20. Teachers fighting with one another in school 348 3.25
21. Some teachers fail to give and mark class exercises and assignments 348 2.71
22. Inadequate number of exercises are given by most as against the required
number of exercises approved by the Ghana Education Service per term
348 2.54
23. Most teachers in public schools do not complete syllabus 348 2.32
Key: 1=Strongly Agree, 2=Agree, 3=Not Sure, 4=Disagree, 5=Strongly Disagree
Source: Field Survey, 2019
It is important to mention that, acts of misbehaviour in schools have become quite challenging
for all stakeholders who have interest in the school system. The forms of teacher misbehaviour
such as ear pulling, slapping, hair pulling, ear twisting among others are reported in Ibrahim
(2017) as forms of teacher misbehaviour in Ghanaian High Schools. His research reported that
these misbehaviours inflict emotional pains on the students (Ibrahim 2017, 2018; Gelles 1997;
Keashly 1997).
This study revealed other teacher misbehaviour at the basic schools in Ghana such as
absenteeism, drunkenness, sexual abuse, drug abuse, unethical dressing among others. Schools
play a significant role in influencing the behaviour of students (Karakus, Ersozlu & Cobanoglu,
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2017; Goodboy, Bolkan and Baker, 2018) this makes the issue critical for school leaders and
national government to work to support teachers to exhibit good conduct. The teacher plays an
important role in shaping students’ attitude (Goodboy, Bolkan and Baker, 2018) if the teacher’s
own behaviour is an issue the same could be transmitted to the child. This understanding is
grounded in the theory of social control (see Boman et al. 2012; Ward, Boman and Jones, 2015).
What are the effects of teacher misbehaviour on the academic progression of students at
the basic schools in Tamale Metropolis?
Misbehaviour creates a negative image and once established an individual self-confidence will
be affected and this in turn will affect confidence and performance in new situations
(Cullingford & Morrison,1997; Kyriacou 2014; Ibrahim, 2017). The study also examined the
effect of teacher misbehaviour on the academic progression of students at the basic school level
in the Tamale metropolis. From Table 4, the respondents agreed that a high score of student
absenteeism is experienced when teachers do not attend school regularly; teachers are not able
to complete the syllabus because of lateness and absenteeism; students have learning
difficulties when their teachers do not come to school regularly; the verbal aggression of
teachers in the classroom reduces students’ efforts to develop a positive attitude towards
learning. For the rest of the suggested effects of teacher misbehaviour, the absolute mean value
of 3 denotes that the respondents were not sure whether those factors affect the academic
progression of students or not.
Table 4. Effects of Teacher Misbehaviour on the Academic Progression of Students
S/N Variable N Mean
1. High score of student absenteeism is experienced when teachers don’t go
to school regularly 348 1.96
2. Teachers are not able to complete the syllabus because of lateness and
absenteeism 348 2.23
3. Students have learning difficulties when their teachers don’t come to
school regularly 348 2
4. Students drop out of school because of slapping, insulting, threading by
class teacher. 348 2.91
5. Female students drop out of school because of teacher sexual
advancement 348 2.81
6. Students drop out of school because of pregnancy for class teacher 348 2.81
7. Teachers failing to listen to students during class results in failure of the
students during exams 348 2.58
8. The verbal aggression of teachers in the classroom reduces students’
efforts to developing a positive attitude towards learning 348 2.28
9. Students are engaged in abuse of drugs because some of their teachers
drink and smoke cigarette 348 3.02
10. Students are not able to finish their syllabus because teachers are mostly
engaged in extra teaching activities outside normal school activities 348 2.86
11. Students always stay away from school because teachers either report to
school late or are absent from school 348 2.56
12. Most of the students score low or are not able to progress because
teachers do not demonstrate professionalism in their teaching
behaviours.
348 2.6
Key: 1=Strongly Agree, 2=Agree, 3=Not Sure, 4=Disagree, 5=Strongly Disagree
Source: Field Survey, 2019
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Ibrahim, M. G., & Ibrahim, K. (2022). Teacher Misbehaviour and Its Impact on the Education of Students in Public Basic Schools: A Study of Teachers
in the Tamale Metropolis. Advances in Social Sciences Research Journal, 9(9). 544-552.
URL: http://dx.doi.org/10.14738/assrj.99.13220
It is worth mentioning that the teachers’ conduct at the workplace has the potential to affect
teaching and learning. Misbehaviour at the school affects productivity, workplace ethics,
employee morale and reputation of the organisation (Coccia, 1998; Galperin & Burke, 2006;
Enehaug, 2013; Thomas and Harris, 2021).
CONCLUSION AND RECOMMENDATIONS
The study examined teacher misbehaviour and its impact on student education at the basic
school level in Ghanaian public basic schools. The findings revealed that absenteeism,
drunkenness, sexual abuse, and drug abuse were forms of misbehaviour practised by some
teachers in the schools. Based on the findings, the study recommends that the Education
Directorate should institute motivational techniques and to monitor the conduct of teachers
continuously. Issuance of good performance and behavior certificates should be encouraged as
a way of motivating the students. Finally, an appropriate sanctioning regime must be
established to reprimand teachers who misbehave.
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