In recent years, instances of deviant pupils’ behaviour have become more serious. Thisphenomenon appears to be negatively affecting other pupils, teachers, school administration, parents and the society in general. The purpose of the study was to investigate strategies for handling deviant behaviours among elementary school pupils as perceived by teachers in Ilorin metropolis. The study seeks to find out whether the variable of gender, educational qualification and length of years in practice would influence the respondents responses.
The study was limited to elementary school teachers within Ilorin metropolis. Descriptive survey designed was adopted. Questionnaire was the instrument for data collection, the sample of the study was 200 elementary school teachers selected using simple random technique within Ilorin Metropolis. The data obtained from the questionnaire were subjected to descriptive and inferential statistics. Mean Ranking Order was used to answer the research question while, t-test and Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 significant level.
The findings of the study revealed that strategies for handling deviant behaviours among elementary school pupils as perceived by elementary school teachers in Ilorin metropolis include; organizing seminars and workshops on how to enhance positive behaviours, provision of moral education, constant monitoring and timely assistance to deviant pupils, the use of reinforcement, rewarding a desirable behaviour, administering of corporal punishment amongst many others. There was a significant difference in strategies for handling deviant behaviours among elementary school pupils as perceived by teachers in Ilorin metropolis based on gender and educational qualification. There is no significant difference in strategies for handling deviant behaviours among elementary school pupils as perceived by teachers in Ilorin metropolis based on length of years of teaching experience.
Based on the findings of the study, it was recommended that counsellors should organize seminars and workshops on how to enhance positive behaviours, teaching of moral education should be inoculated into school curriculum, counsellors and teachers should assist deviant pupils through behaviour modification, counsellors should encourage teachers to use reward pupils when they exhibit a desirable behaviour and counsellors should organize workshops on which would focus on providing assertive training.
