BENGUERBA, MounaMESSAOUDI, Nouria2025-07-012025-07-012025-06-21http://dspace.univ-temouchent.edu.dz/handle/123456789/6303Teacher training programmes have played a significant role in preparing novice teachers to enter the world of education with the necessary knowledge and skills. In light of this, the current study aimed first to investigate the effectiveness of teacher training programmes for newly recruited EFL primary educators in Ain Temouchent, specifically in addressing oppositional defiant disorder (ODD). Second, to explore EFL teachers’ awareness of ODD. Finally, to identify the main challenges newly recruited EFL teachers encountered when dealing with children diagnosed with ODD. Accordingly, a descriptive case study was undertaken employing a mixed-method approach. This included a questionnaire administered to newly recruited EFL primary teachers in Ain Temouchent, along with two types of interviews conducted with one EFL inspector and two psychologists. Based on the study's findings, significant gaps were identified in the psychological and behavioural training of EFL educators in Ain Temouchent. The results revealed that novice teachers had limited awareness of ODD due to the inadequacy of the training programme in addressing the difficulties of behavioural disorders, which led EFL educators to feel unprepared, stressed and frustrated in managing ODD learners. In conclusion, novice teachers in Ain Temouchent did not receive an education programme that covered the essential needs to manage ODD pupils. As a result, the researcher recommended some improvements regarding the structure and content of teacher training programmes to enhance their effectiveness in dealing with ODD learners.enKey words: Oppositional Defiant Disorder (ODD), Teacher Training programme, Novice Teachers, English as a Foreign Language (EFL)trouble oppositionnel avec provocation (TOP), programme de formation des enseignants, enseignants débutants, anglais langue étrangère (EFL)Thesis