Exploring the challenges encountered by foundation phase teachers when addressing learner discipline on the Cape Flats in the Western Cape

This study aimed to investigate the challenges that Foundation Phase teachers face in dealing with learner discipline in a challenging school context on the Cape Flats of South Africa. The legacy of apartheid continues to impact the quality of teaching and learning as the communities experience dismal violence, poverty, substance abuse and gang activity and have little regard for schools, teachers, or education. Theoretically, my study is underpinned by Albert Bandura’s (1977a) Social Learning Theory (SLT), which suggests that human behaviour is learnt observationally through modelling. This theory is based on the idea that we learn from our interactions with others in a social context. The study follows a qualitative interpretive case study design to explore the various challenges from a teacher’s perspective in dealing with learner discipline in a primary school in the Western Cape. Data was collected through semi-structured interviews, focus group interviews and document sources within the Foundation Phase of schooling (Grade R- 3).

Grantor dc:publisher.institution

University of the Western Cape

Year dc:date.issued

2024

Author dc:creator

• Wakefield, Dawood

• Cape Flats
• Discipline
• Disruptive Behaviour
• Foundation Phase Teachers
• Indiscipline

Licence

• https://uwcscholar.uwc.ac.za/bitstreams/81ec4b6b-a79c-4117-8d3d-d4928d8b806a/download