Agricultural Science Teachers’ Attitude and Teacher-Student Relationship as Determinants of Students’ Disruptive Classroom Behaviour in Senior Secondary Schools in Umuahia, Abia State

Abstract

Disruptive students’ classroom behaviour is disadvantageous to academic society since it interferes with the education development of other students and inhibits the skill of teachers to teach efficiently. This study was thus, conceived out of the need to make available empirical facts on the relationship between teachers' attitude, teacher-student relationship and students’ classroom behaviour in Umuahia, Abia State. 4 specific objectives guided the study. 4 null hypotheses were tested at 0.05level of significance. Correlational study design was adopted. A sample size of 357 respondents comprising 17 teachers and 340 students were selected using multi-stage sampling technique and was used for the study. Two questionnaires titled Teachers’ Relationship and Attitude Questionnaire (TRAQ) and Students’ Disruptive Classroom Behaviour Questionnaire (SDCBQ) were used for the study. The reliability of the instruments was determined using pilot testing method of reliability where a Cronbach alpha reliability coefficient of .84 and .81 was respectively gotten for the two instruments. Pearson Product Moment Correlation and linear regression were used to analyze the collected data to answer the research questions and test the hypotheses respectively. Teachers’ attitude and teacher-student relationship were found to have a very low negative relationship with students’ disruptive classroom behaviour.