Teachers’ Perception of Factors Influencing Deviant Behavior Among Youth of Public Secondary Schools in Port Harcourt Metropolis

prof.; M. Eremie; Adebayo; Suzanah Morounranti

doi:10.56201/ijee.v12.no.2.2026.pg120.140

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Teachers’ Perception of Factors Influencing Deviant Behavior Among Youth of Public Secondary Schools in Port Harcourt Metropolis

prof., M. Eremie, Adebayo, Suzanah Morounranti

Abstract

This study investigates the factors influencing deviant behavior among youths in public secondary schools in Port Harcourt Metropolis, Nigeria. Specifically, the research examines teachers' perceptions of the extent to which broken homes, peer pressure, and socio-economic challenges contribute to deviance in secondary school students. The theoretical framework for the study is based on Albert Bandura's Social Learning Theory, which emphasizes the role of observational learning in the development of behavior. This theory is applied to understand how environmental factors, including family structure, peer influence, and socio-economic status, shape adolescents' behavior in a school context. A descriptive research design was employed, with a population of 1,885 teachers from 46 public secondary schools in Port Harcourt. Using Taro Yamane's formula, a sample size of 375 teachers was selected through a multi-stage sampling technique. Data was collected via a researcher-structured questionnaire, validated by two experts in Educational Psychology, Guidance and Counseling, and one Measurement & Evaluation. Reliability coefficients of 0.79, 0.81, and 0.83 were obtained through Cronbach Alpha method, indicating a high level of internal consistency. Data analysis involved mean, standard deviation, and regression statistics. The findings revealed that broken homes, peer pressure, and socio-economic challenges significantly influence deviant behavior among youths in the studied schools. Broken homes were found to lead to emotional instability, which in turn fostered behaviors such as truancy, aggression, and theft. Peer pressure was identified as a strong force driving behaviors like drug use and bullying. Socio-economic challenges, such as poverty and lack of basic needs, also contributed to deviance, with students often engaging in misconduct as a coping mechanism. The study concluded that a holistic approach is needed to address these factors, including family intervention programs, peer mediation, and socio-economic support for students. Based on the findings, the study recommends that schools organize workshops to educate parents on the importance of providing stable home environments and involve students in mentorship and peer mediation programs to reduce the impact of peer pressure. Additionally, policies aimed at addressing socio-economic disparities should be implemented to reduce the prevalence of deviant behavior among youths in Port Harcourt Metropolis.

Keywords

Teachers’ Perception of Factors Influencing Deviant Behavior Port Harcourt Metropolis IJEE www.ijee.io

References

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Teachers’ Perception of Factors Influencing Deviant Behavior Among Youth of Public Secondary Schools in Port Harcourt Metropolis

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