Teachers’ perceptions towards mediating behavioural challenges in the primary school classrooms of Bojanala District, Northwest Province.

Abstract

The perceptions of teachers towards mediating behavioural challenges in mainstream primary school classrooms remains a critical part of the inclusion policy and practice in South African schools. This study is aimed at exploring teachers’ perceptions towards mediating behavioural challenges experienced by grade 7 learners in mainstream primary school classrooms of Bojanala District. The objectives of the study were to investigate teachers’ perceptions towards mediation of behavioural challenges, explore the factors influencing the development of behavioural challenges and finally, to establish strategies for teachers to mediate behavioural challenges in the primary school classrooms. The qualitative research methodology and data analysis was employed to comprehend and view behavioural challenges from teachers’ own interpretations and experiences. In-depth, face-to-face interviews, focus group discussion and non-participant observations were used to collect information from twelve, purposively selected primary school teachers. The study revealed that teachers experienced behavioural challenges daily in their grade 7 classrooms, which caused plenty of disruptions to the teaching and learning process. Various factors were mentioned by teachers as influencing the development of behavioural challenges, such as overcrowding, parental involvement and peer relationships. What emerged further from the findings of the study is that teachers are inadequately trained in inclusive education and effective classroom management, which needs to be urgently addressed to enable them to mediate behavioural challenges in the classroom.