Psychosocial factors as Determinants of Aggressive Behaviours among Early Childhood Care Education Pre-Service Teachers

Abstract

The study examines psychosocial factors as determinant of aggressive behaviours among early childhood care education pre-service teachers. Based on the purpose of the study two research questions guided the study. The study adopted descriptive survey research design. A total of 200 respondents were selected using simple random sampling technique for the study. The instrument for data collection was a self- constructed questionnaire titled Psychosocial Factors Scale (PFS). The Face and content validity of the instrument were done by two experts in measurement and evaluation and one expert in Educational Psychology. The instrument contains 15 items on school factors with reliability index of 0.75; Peer factor contains 10 items with reliability index of 0.86; Media factors contains 16 items with reliability index 0.81; gender and Age contains 12 items with reliability index of 0.91 The reliability of the instrument was achieved through test-retest method.  Correlation statistics was used to analyze the data collected. The findings of the study revealed that there was a positive significant relationship between psychosocial factors (students and government factors) and aggressive behaviour. Based on the findings of the study, it was recommended that the counselling psychologist should assist the students to adjust to challenging and threatening situations and reduce high psychosocial factors level which may expose them to aggression.