Teachers’ challenges and coping mechanisms in teaching learners who exhibit disruptive behaviour in selected primary schools in the Omaheke region

The study explored specific actions of school learners in classes which teachers would refer to as disruptive behaviour. It also covered the teachers’ daily responses to such behaviour. A quantitative, descriptive survey design was employed to collect and analyse data to this effect. School teachers in both private and government primary schools in the Omaheke educational region (Namibia) comprised the target population of the study. A total of two hundred and ninety (290) teachers from sixteen (16) schools, systematically selected by means of a random sampling technique, participated in the study. Data were collected by means of a structured questionnaire; furthermore, percentage frequency distribution was employed to analyse the greater part of the participants’ responses and compare information from the different participants. The study found untimely talking and laughing, disrespect and hyperactivity in- and outside classes to be the most frequent form of disruptive behaviour that teachers at participating schools faced daily. Managing learners exhibiting disruptive behaviour in overcrowded classes, lack of curriculum support and limited specialised training were also found as some of the most serious challenges for teachers. The study generally recommends the provision of in-service training to teachers for capacity building in managing disruptive behaviour. Specifically, it recommends strategies that are effective in managing class disruptions. These include teachers giving clearly defined classrules to enable learners to know and understand the kind of behaviour that is expected from them. The use of positive reinforcers, like praising acceptable behaviour was found to be effective and thus highly recommended to teachers.

Author dc:creator

• Thomas, Simon K.

• Behaviour
• Primary schools in Namibia
• challenges

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11070/3263

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/3263