Teachers’ strategies of managing learners’ behavioural challenges in mainstream primary schools of Circuit 3 in Tshwane South
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Authors
Shanduka, Jetinah
Issue Date
2023-09-01
Type
Dissertation
Language
en
Keywords
Learners , Teachers , Challenging behaviours , Mainstream classroom , Ubuntu
Alternative Title
Abstract
Learners’ challenging behaviours continue to dominate all forms of media, globally. One of the components of teaching—and perhaps one of the reasons why teachers are quitting their jobs early—is managing learners’ challenging behaviours. Challenging behaviours can take many forms and hence the strategies of managing them cannot be a one size fits all scenario. Research studies have been conducted to help teachers to manage learners’ behavioural challenges in the classrooms, however, most teachers still struggle to manage these behaviours to date. Furthermore, literature also show a plethora of research about the inclusion of learners with behavioural challenges in mainstream classrooms. However, teachers’ dilemma and reality to manage learners’ behavioural challenges remain scant in literature.
Using the qualitative approach, this exploratory case study explored strategies that teachers use to manage learners with challenging behaviours in primary schools of Tshwane D4 Circuit. Ubuntu and Skinner's operant conditioning theories were used as lenses to explore strategies that teachers use to manage learners’ behavioural challenges. Three (3) teachers from each phase of the three (3) primary schools which made a total of nine (9) teachers were purposefully sampled. In addition, two (2) members of the School Management Teams (SMTs) in each school which was a total of six (6) SMT members were sampled. Data were collected through semi-structured interviews and document analysis. Creswell (2013)’s model of data analysis was used to analyse the collected data. Five findings emerged and recommendations are presented in this study.