High-school teachers’ perceptions of challenging learner behaviour

Abstract

English: This focuses on persistent behaviour that disrupts teaching and learning on a daily basis. Teachers’ perceptions have been investigated within the framework provided by eco-systemic and asset-based approaches to learner behaviour and support. The intensity and prevalence of behavioural challenges were reportedly higher in urban than in rural schools. The eco-systemic and asset-based approaches can be recommended for training teachers to understand and manage learner behaviour.

Afrikaans: Die artikel fokus op die aanhoudende hinderlike gedrag van leerders wat onderrig en leer op ’n daaglikse basis ontwrig. Onderwyers se sienings is binne die raamwerk van ekosistemiese en bategebaseerde benaderings tot leerdergedrag en ondersteuning ondersoek. Hoërskoolonderwysers in stedelike skole het ’n hoër intensiteit en teenwoordigheid van gedragsprobleme gerapporteer as die in plattelandse skole. Daar word aanbeveel dat die ekosistemiese en bategebaseerde benaderings tot die verstaan en hantering van leerdergedrag binne onderwyseropleiding oorweeg word.