An Investigation into Libyan Teachers’ Views of Children’s Emotional and Behavioural Difficulties
Authors: Abdelbasit Gadour
A great number of children in mainstream schools across Libya is currently living with emotional, behavioural difficulties. This study aims to explore teachers’ perceptions of children’s emotional and behavioural difficulties (EBD) and their attributions of the causes of EBD. The relevance of this area of study to current educational practice is illustrated in the fact that primary school teachers in Libya find classroom behaviour problems one of the major difficulties they face. The information presented in this study was gathered from 182 teachers that responded back to the survey, of whom, 27 teachers were later interviewed. In general, teachers’ perceptions of EBD reflect personal experience, training, and attitudes. Teachers appear from this study to use words such as indifferent, frightened, withdrawn, aggressive, disobedient, hyperactive, less ambitious, lacking concentration, and academically weak to describe pupils with EBD. The implications of this study are envisaged as being extremely important to support teachers addressing children’s EBD and shed light on the contributing factors to EBD for a successful teaching-learning process in Libyan primary schools.Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 349
 Gadour A. (2018) ‘Challenging Inclusive Education Policy and Practice in Libya’ in Pather, S. and Slee, R. (eds.), Challenging Inclusive Education Policy And Practice In Africa.pp.15-30.
 The National Report for Development of Education (2008) Libya.
 UNESCO (2005). Guidelines for inclusion: Ensuring Access to Education for All. Paris: UNESCO.
 UNICEF Annual Report (2013) Libya.
 Gadour, A. (2007) The rhetoric of inclusive education education in Libya: are children’s rights in crisis? In L. Barton & F. Armstrong (eds) Policy, Experince and Change: Cross-Cultural Reflections on Inclusive Education. Dordrecht: Springer
 Al-Shapani, O. (2001b) The History of Education in Libya. Libya: Al-Fateh University Press.
 Cooper, P (1999) Understanding and Supporting Children with Emotional and Behavioural Difficulties. London: Jessica Kingsley Publishers.
 Farrell, P. (1995) Children with emotional and behavioural difficulties: strategies for assessment and intervention. London: Falmer.
 Garner, P (1991) Comparative perspectives on the views of disruptive students in three special schools in three countries: Maladjustment and Therapeutic Education, 9,3, 152-58.
 Croll, P. and Moses, D. (1985) One in Five. London, Routhedge & Kegan Paul
 Furtwengler, W. (1990) Improving School Discipline through Student-Teacher Involvement, in Moles O (ed) (1990), Student Discipline Strategies, New York: U.N.Y. Press.
 Royer, E (1999) Understanding Emotional and Behavioural Difficulties: A Canadian perspective. Emotional and Behavioural Difficulties. Vol. 4 No. 1 Spring P. 28-35.Pep
 Pepler, D., Craig, W. M., Zeigler, S., and Charach, A. (1993) Bullying: A community problem. Canadian Journal of Community Mental Health, 13, 95-110.
 Madinat, A (1992) The Child’s Behaviour Problem and The School’s Control. Jordan: Library of Amman.
 Gadour, A. (2006) Libyan children’s views on the importance of school factors which contributed to their emotional and behavioural difficulties, Journal of School Psychology International, Vol27(2), pp.171-191.
 Wheldall, K. & Merrett, F. (1988) Which classroom behaviour problems do primary school teachers say they find most troublesome? Educational Review, 40, pp. 13-27.
 D.E.S. (1989a) Circular 23/89: Special Schools for Pupils with Emotional and Behavioural Difficulties. H.M.S.O.: London.
 Gadour, A. (2019) Democracy and Education in Libya In the Oxford Research Encyclopedia of Education. Oxford Press.
 Armstrong, D. (1995) Power and partnership in education: parents, children and special education. London: Routledge.
 Mortimore, P. (1986) The Junior School Project: A summary of the main report. I.L.E.A.: London.
 Reynolds, D. (1987) The effective school: Do educational psychologists help or hinder? Educational Psychology in Practice, October, p.22-28.
 Al-Tabib (1995) An investigation to the impact of family socio-economic factors on pupils’ overall academic achievement. Unpublished Msc. Al-Fateh University. Tripoli
 The United Nations Report (1998) Education in Libya. Geneva: United Nations
 Lund, R. (1990) ‘Curriculum development for children with emotional and behavioural difficulties and the introduction of the National Curriculum’, Maladjustment and Therapeutic Education, 8, 2,pp. 74-82.
 Al-Shapani, O. (2000) Educational Psychology. Libya: Al-Fateh University Press
 Denzin, N. K. (1989) The research act - a theoretical introduction to sociological methods. (3rd ed). London: Prentice Hall.
 Howard, P. (1992) ‘Challenging behaviour support,’ in both, T, Swann, W, Masterton, M, and Potts, P (eds), ‘Policies for Diversity in Education,’. London: Routledge.
 Cooper. P. (1993) Effective schools for disaffected students. London: Routledge.
 Charlton, T and David, K (Eds) (1993) Managing Misbehaviour. London: Macmillan.
 Jones, K. and Charlton, T. (Eds) (1996) Overcoming Learning and Behaviour Difficulties - partnership with pupils. London: Routledge.
 Psychguides.com. (2019) Behavioral Disorder Symptoms, Causes and Effects. Retrieved July 18, 2019, from https://www.psychguides.com/behavioral-disorders/
 Ammar, H. (1966) Growing Up in Egyptian Village. Routledge and Kegan Pual, London.