The management of classroom behaviour problems in secondary schools

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dc.contributor.advisorGawe, N.
dc.contributor.authorZondi, Zithulele
dc.date.accessioned2011-06-23T09:30:31Z
dc.date.available2011-06-23T09:30:31Z
dc.date.issued1997
dc.descriptionSubmitted to the faculty of education in fulfilment of the degree of Master of Education in the Department of Didactics at the University of Zululand, 1997.en_US
dc.description.abstractLiterature and research studies have widely identified and documented the need for teachers to acquire classroom management skills and strategies in order to handle classroom behaviour problems. Teachers perceive classroom management as one of the major problems of concern in their teaching. The lack of South African literature and research on classroom management to assist teachers renders the problem of dealing with classroom behaviour problems more serious. This research investigation rests on the premise that teachers experience classroom behaviour problems which they have difficulty in managing. Teacher education institutions fail to cover the subject and subsequently teachers lack adequate skills, knowledge and taming in classroom management. This affects the teaching-learning process and places a challenge on the teachers to establish an effective teaching and learning environment. The study revolves around the following research problem: How do secondary school teachers manage classroom behaviour problems? In order to place this study in its proper perspective relevant literature on classroom management was analysed. The review of literature provided a focus on principles of managing classroom behaviour problems as the framework on which this study is based. The study adopted the qualitative approach. Classroom behaviour problems are readily observable under their natural settings and how teachers handle classroom behaviour problems rests on the circumstances from which they emanate. Observations and interviews were conducted in two secondary schools which are situated at KwaDlangezwa and eSikhawini in KwaZulu-Natal to observe how teachers handled classroom behaviour problems as they naturally occured and how they perceive their management of classroom behaviours. The findings of the study revealed that there were classroom behaviour problems that were common to most teachers and there were those classroom behaviour problems that were unique to individual teachers. The findings also revealed that most teachers were inadequately, if not at all, trained in handling classroom behaviour problems. This eventually made them to rely more on their intuition than on strategies and techniques that may have been identified as being helpful in minimising classroom disruptions. The teachers were aware of their inadequacies but lacked proper guidance. The researcher concluded the study by making recommendations such as introducing classroom management in teacher education curricular, inservice training for teachers, further research on managing classroom behaviour problems in the South African context, workshops to be organised for teachers by experts, and the department of education to formulate a working document that will form a framework on how teachers can deal with classroom management problems. Lastly, it is highly recommended that teachers approach their duties professionally and respectfully so as to eliminate some if not all classroom behaviour problems.en_US
dc.identifier.urihttps://hdl.handle.net/10530/639
dc.language.isoenen_US
dc.subjectClassroom managementen_US
dc.subjectClassroom management--skills and strategiesen_US
dc.subjectClassroom behaviouren_US
dc.titleThe management of classroom behaviour problems in secondary schoolsen_US
dc.typeThesisen_US
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