Exploring foundation phase educators' behaviour management strategies for disruptive behaviour in a boys' school

[摘要] ENGLISH ABSTRACT : Disruptive behaviour and its effect on the academic environment have been wellresearched internationally and nationally. Not only does disruptive behaviour affecteducators, but it also has implications for the learners' emotional and academicdevelopment. In addition, research has shown that boys appear to display moredisruptive behaviour for a multitude of reasons. Ensuring that educators effectivelymanage disruptive behaviour is essential. Through the use of a case study of a group ofFoundation Phase educators at a local primary school in the Southern Suburbs in theWestern Cape, the study explores educators' experiences with disruptive behaviour, aswell as their perceptions of effective and ineffective behaviour management strategies.The study is qualitative in nature and is based on a systems theory and behaviourism orbehavioural theories, as both paradigms underlie behaviour management strategies thatare aimed at developing an individual's self-discipline and intrinsic motivation forprosocial behaviour. The research findings confirmed the stressful effects of disruptivebehaviour on the various levels within the system, as well as the support needed by theeducators. In addition, the participants described several effective behaviourmanagement strategies when working with boys in the Foundation Phase, along withthose strategies perceived to be ineffective. It would appear that while punitive measuresare still used, behaviour management strategies that are positive in nature are moreeffective in the long-term.

[发布机构] Stellenbosch University