Abstract:
Managing learners' unruly behaviour has become a serious issue for teachers. This research reports on the impact and causes of unruly behaviour, the strategies used by teachers to minimise it, and its effects on teaching and learning in primary schools within the Zululand District.
This qualitative study employed semi-structured interviews with open-ended questions, complemented by document analysis, to generate rich, in-depth data. The sample comprised the principal and three teachers from each of the two schools located in the Zululand District. All interviews were audio-recorded and subsequently transcribed for analysis. The transcribed data were systematically examined, resulting in the identification of three overarching themes. The study was underpinned by Bronfenbrenner’s ecological systems theory, which provided a lens for exploring the underlying causes of learners’ disruptive behaviour, its implications for teaching and learning, and the strategies educators employ to manage such behaviour. Findings revealed that participants from both schools encountered diverse forms of disruptive conduct, including excessive noise, persistent movement, frequent interruptions, disrespect, disengagement, absenteeism, and related challenges. The analysis further demonstrated that learner misbehaviour significantly undermines teaching and learning processes, contributing to heightened stress and emotional exhaustion among teachers. Managing these behaviours demands considerable emotional labour, which exacerbates teacher fatigue and diminishes instructional effectiveness. Addressing this issue necessitates a cooperative effort among parents, school administrators, and policymakers to formulate effective strategies for behaviour management, learner support, and the well-being of teachers. Furthermore, the findings indicate the need for teachers to proactively identify behavioural issues and take collective action to develop and implement feasible, humane classroom behaviour management measures.
