Abstract:
The purpose of the study was assessing school and family based management approaches of
preschooler’s aggression and associated behavioral problems in both private and public primary
schools of Bench Sheko Zone. A descriptive survey design with the mixed research approach was
employed to achieve the research objectives. A total 94 participants who were purposely selected were
used as a source of data. The revised version of TOCA-R tool was used to identify children with
aggression and associated behaviors with the help of their teachers. An interview guide and
observation checklist was also used to collect qualitative data. Frequencies, percentage, mean
analysis, Pearson moment correlation, an independent t-test and multiple linear regressions were used
in analyzing quantitative data. The qualitative data was analyzed through narration, thematic analysis
techniques.
The analysis revealed that majority of the suspected preschooler’s as rated by their teachers,
30(53.57%) were reported to have high level of aggression followed by poor pro social
behavior,30(53.6) and moderate (42(75%) level of concentration. Preschooler’s from public schools
were found to be more aggressive; less concentrated and with poor pro-social behavior than those
children identified from private schools. But, only the difference in aggression was found to be
statistically significant t-(54)=4.686, p=.001. Gender, ß (44.00)=-7.275 was found to be statistically
significant an independent predictors of children aggression at 0.05 alpha level(p=0.001). All
behavioral problems have significant very weak to moderate negative and positive correlation with
their academic progress. The qualitative analysis revealed reduction of severe corporal punishment in
both private and public primary schools as a tool of managing children behavior despite the rare cases
observed in private schools in which children were threatened and punished with sticks and anger
shouts. However, in almost all schools included in this study the psychological strategies that might
help to diagnose and treat children behavior were less understood and applied. The study concluded
that children had aggression and it can hinder their academic progress. Consequently,
recommendations were made for teachers, parents and child development professional to look on
better ways of managing children behavior.
