Teachers’ perspectives of what causes students to exhibit challenging behavior in primary schools.
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Authors
Rubbi Nunan, Julie Shantone
Issue Date
2022
Type
Article
Language
en
Keywords
challenging behavior, primary schools, teacher perspectives, understanding students
Alternative Title
Abstract
South African primary school teachers struggle curtailing student behaviors, therefore impeding teaching and learning. To
understand this phenomenon, 15 primary school teachers were interviewed. Findings reveal that students’ negative family
dynamics, displaced aggression, and social factors influenced challenging behavior. Social cognitive theory and general
systems theory rationalized how behavior is learned and transferred within systems. Understanding the causative factors
of student challenging behavior will benefit teachers to understand the student before addressing their behavior. Future
research should look into student challenging behavior from other perspectives. School intervention programs should be
established that support vulnerable students to curtail their challenging behavior.
Description
Citation
Rubbi Nunan, J. S. (2022). South African Teachers’ Perspectives of What Causes Students to Exhibit Challenging Behavior in Primary Schools. Journal of Education, 202(4), 478-487. https://doi.org/10.1177/0022057420988701
Publisher
Journal of Education