Practice of Behaviour Modification Techniques by Pre-Service Teacher Interns of Colleges of Education in Ghana

Since the primary aim of every teacher is to create and maintain positive learning environment for learners, it is logical to admit that the teacher must have in-depth knowledge and skills which address disciplinary issues and educational needs especially in the classroom. It was on account of this that this study was undertaken to assess the level of practice of behaviour modification technique in the classroom by pre-service teacher interns using a cross-sectional survey design. Data collected from 360 respondents at Colleges of Education in Ghana and analyzed using a three-point Likert-type scale questionnaire, reveal that the pre-service teacher interns do not regularly practice most of the behaviour modification techniques expected to be used for effective classroom management during the internship programme. Findings further show that statistically, while there are no significant differences between male and female respondents in their practice of behaviour modification techniques, it is largely evident that the programme of study for the pre-service teacher interns had no significant effect on their practice of behaviour modification techniques. It is in the light of the above findings that this study makes a helpful recommendation to strengthen teacher training institutions in addressing such deficiencies in the formation programme in Ghana.