Exploring the influence of learner background on managing school behavioural patterns: a case study

Abstract

Unacceptable behaviour by learners in South African schools is a major concern for all stakeholders in the education sector. This explains the increased interest in the role and responsibilities of educators in managing problem behaviour and the effect of this behaviour on both the learners and educators' quality of life in the schools. It was the purpose of this study to explore the influence of learner background on the management of their behavioural patterns and academic performance in public schools. The study was a mixed methods and utilised an exploratory sequential mixed methods as the design. The population from which a sample of 40 participants was selected using systematic and purposive sampling techniques were educators and learners from Gauteng's Lenasia South schools. Data were collected from the participants through the unstructured and structured questionnaires as well as through the focus group interviews held with the learners only. The rationale was to elicit the data for both the qualitative and quantitative aspects of the study. The analysis of data followed both the descriptive statistical and thematic approaches to ensure both the quantitative and qualitative aspects of the study were taken care of. Among the chief findings of this study was that the learners' disruptive behaviour on learning stems predominantly from their home environments where it was evident from the study that some of the child rearing raising practices for many of the behaviourally maladjusted learners are naturally disruptive culminating in their effects in schools. The conclusion drawn from this study was that there is an urgent need for parents and teachers to engage in serious partnerships in education if the teaching and learning atmospheres are to remain cordial in South African schools. The study's key recommendation was that although not all educators experience excessive emotional reactions that may contribute to stress as a result of learner maladjustment challenges, there is need for the School Governing Bodies to ensure that they work hand in glove with all educators and learners towards promoting a conducive school culture and tone.