Experiences of teachers when supporting learners with behavioural problems in the inclusive foundation phase classes of Gauteng East District

Abstract

Since the banning of corporal punishment in 1994 in South Africa, learners’ rights and human dignity in the Constitution of South Africa have been prioritised. This has led to the learners’ ill-discipline, lack of morals and ethical values; moreover, the behavioural problems have taken a high toll in schools and nationwide. The study examined the experiences faced by Foundation Phase teachers regarding learners with behavioural problems. Furthermore, the study explored the teachers’ experiences and feelings they had in their classrooms when addressing the learners’ misbehaviour. It also answers the question on the impact that behavioural problems have on the quality of teaching and learning and how can it be resolved. Two primary schools were sampled to investigate the teachers’ feelings, opinions, frustrations and the intervention strategies they implemented to modify the learners’ behaviour. The qualitative approach was used to get in-depth information by means of semi-structured interviews, focus groups and document analysis. The researcher’s findings confirmed that there is a gap that needs to be closed, which is the need for pedagogical professional development and intensive training on inclusive education to develop skills and competencies on strategies and interventions to be able to manage classroom diversity and different behavioural problems.