The influence of the family and school in the development of the boy child’s behavioural conduct

Abstract

Family and school contexts have always been pivotal for shaping children’s behavioural conduct. They are associated with a laboratory where children are expected to learn about freedom, safety, socialisation and good behaviour. A family context lacking the provision of safety, security, love and happiness is tantamount to encouraging negative behaviour to children. The researcher utilized a qualitative research approach and gathered data by conducting face to face interviews with participants likely to inform the study. The researcher also utilized the purposive sampling technique to assemble a sample. Eight steps for qualitative data analysis as proposed by Tesch in Creswell (2009:186) were utilized for data analysis. Criteria for developing the trustworthiness of a qualitative inquiry as outlined by Lincoln and Guba (in Polit & Beck, 2008:539) were also used. The findings reveal that teacher-learner relationships in schools seem to play an important role in the development of behavioural conduct among learners. Learners who have close relationship with teachers appear to demonstrate social and academic competence at school in comparison with learners with distant relationship with teachers. Furthermore, strong family relationships were found to protect children from poor behavioural outcomes, whereas conflictual parentchild relationships and sibling rivalry interfered with children’s social relationships.