Educators’ Perspectives on Managing Learner Behaviour and Its Impact on Teaching in the Foundation Phase
Abstract
Managing leaner behaviour is an important concern which disrupt teaching and learning in South African Foundation Phase classrooms. This study explores educators’ perspectives on managing learner behaviour and its impact on teaching practices. The research used qualitative design focusing on the context of increasing classroom diversity and inclusive education needs. Data were conducted through semi-structured interviews and classroom observation involving six Foundation Phase teachers. Thematic analysis revealed that lack of parental support, overcrowded classrooms, emotional and behavioural disorder among learners and limited access to school-based support teams. Teachers reported that managing behaviour reduces instructional time, increases stress and affects learner outcomes. In the midst of these challenges, educators used strategies such as positive reinforcement, individual attention and collaboration with colleagues to support learning. Findings indicate that learner behaviour influences teaching effectiveness and show the need targeted professional development, stronger support system and policy interventions. The study used Afrocentric theoretical framework which emphasis culturally responsive strategies rooted in African Philosophies such as Ubuntu to promote communal responsibility and holistic learner development. This study contributes to inclusive education discourse and provides practical understanding to improve teaching conditions in early schooling.
Keywords
Foundation PhaseLearner BehaviourClassroom ManagementAfrocentric TheoryInclusive Education
References
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