Research Articles (School of Education Management, Policy, and Comparative Education)
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Browsing Research Articles (School of Education Management, Policy, and Comparative Education) by Subject "Classroom management"
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Item Open Access Managing the classroom with heart: role of teacher praise in building attachment among progressed learners in underprivileged secondary schools(รniversitepark, 2025) Letuma, Motsekiso Calvin๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ/๐ฝ๐๐ฟ๐ฝ๐ผ๐๐ฒ. The scientific basis for positive reinforcement is clear: when a behaviour is accompanied by a desirable outcome, such as attention, a tangible reward, or a sensory experience, the probability of that behaviour being repeated in the future is heightened. Praise is a motivating strategy to cultivate a robust relationship between teachers and learners while promoting inclusive classroom management. Nonetheless, there is a paucity of research about the precise application of praise in South African secondary schools. This article examined learners' experiences about teachers' use of praise. ๐ ๐ฎ๐๐ฒ๐ฟ๐ถ๐ฎ๐น๐/๐บ๐ฒ๐๐ต๐ผ๐ฑ๐. The study employed an interpretive paradigm with a qualitative approach and a phenomenological, multiple-case study design. Data was collected through focus group discussions from two secondary schools in quintiles 2 and 3, with 12 progressed learners selected using purposive sampling. ๐ฅ๐ฒ๐๐๐น๐๐. The study revealed three primary themes: how learners respond to praise, the conditions prompting teachers to praise learners, and the emotions and behaviours associated with the absence of praise. The study indicated that learners experience encouragement and reinforcement towards commitment after receiving praise. Nonetheless, it also indicated that teachers predominantly praised learners for their academic achievements, resulting in progressed learners feeling marginalised due to their poor performance. The study also revealed that the absence of any kind of acknowledgement in the form of praise leads to the development of anger, deviant conduct, and a mixed-feeling attitude about attending school. ๐๐ผ๐ป๐ฐ๐น๐๐๐ถ๐ผ๐ป. This research offers a novel viewpoint contesting other findings that progressed learners are disruptive and unmotivated due to their expectation of automatic progression to the next grade without exerting effort. The study introduces a novel idea that teachers' use of praise may lead to exclusions, causing progressed learners to feel somewhat excluded from the school community.Item Open Access The BELA Amendment and discipline in schools: rhetoric or real change in combating Corporal Punishment?(รniversitepark, 2025) Koalane, Lerato Thelma; Letuma, Motsekiso Calvin๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ/๐ฝ๐๐ฟ๐ฝ๐ผ๐๐ฒ. Educational systems have moved towards more constructive and non-violent disciplinary practices, due to the negative impact of corporal punishment on learner well-being and academic outcomes. This study explored alternatives to corporal punishment strategies employed in schools and the challenges associated with their implementation. ๐ ๐ฎ๐๐ฒ๐ฟ๐ถ๐ฎ๐น๐/๐บ๐ฒ๐๐ต๐ผ๐ฑ๐. The study adopted a qualitative approach within an interpretive paradigm, using a phenomenological multi-case study design. It was grounded in Self-Efficacy Theory. Data was collected from six teachers and four school management team members purposively selected from two quintile three secondary schools. Inductive content analysis was used to analyse the data. ๐ฅ๐ฒ๐๐๐น๐๐. The findings reveal the influence of teachersโ beliefs, professional environments, and systemic factors on using an alternative to corporal punishment strategies. These include teachers' reluctance, lack of training, and learners' attitudes toward alternatives. Low self-efficacy, often linked to inadequate training and support, was identified as a barrier to embracing new disciplinary approaches. ๐๐ผ๐ป๐ฐ๐น๐๐๐ถ๐ผ๐ป. The study concludes that the persistence of corporal punishment may be due primarily to a lack of training in alternative disciplinary measures, emphasising the urgent need for professional development initiatives focused on discipline to enhance teacher self-efficacy and promote sustainable change.