Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
School Psychology International
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Ramasut, A.
Right arrow Articles by Papatheodorou, T.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Teachers' Perceptions of Children's Behaviour Problems in Nursery Classes in Greece

Arlene Ramasut

Theodora Papatheodorou

University of Wales College of Cardiff

The extent and nature of behaviour problems exhibited by children 4 to 6 years old in nursery classes in Greece were investigated. A questionnaire was constructed and distributed to 225 nursery teachers with a 68.4 percent response rate. The results showed that an overall 14.3 percent of nursery school children were identified as exhibiting behaviour problems of various degrees of seriousness. Teachers perceived all three types of behaviour problems, namely conduct, emotional and developmentally related problems, as being of equal seriousness. Boys were perceived as exhibiting more specific items of conduct problems, while girls demonstrated more specific items of withdrawn problems. Both boys and girls were identified as exhibiting almost the same specific items within the developmentally related problems category. Teacher training was found to be an insignificant factor for conduct and emotional problems, but significant for developmentally related problems. In contrast, length of teaching experience was found to be a significant factor for conduct and emotional problems, but not for developmentally related problems. Whether teachers have children of their own seems to be a significant factor for emotional and developmentally related problems, but insignificant for conduct problems. Finally, teachers said that they worry about behaviour problems more than being disturbed by them.

School Psychology International, Vol. 15, No. 2, 145-161 (1994)
DOI: 10.1177/0143034394152004
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?