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

dc.contributor.advisorCollair, Lynetteen_ZA
dc.contributor.authorKingwill, Claire Michelleen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. Educational Psychologyen_ZA
dc.date.accessioned2016-12-22T13:19:29Z
dc.date.available2016-12-22T13:19:29Z
dc.date.issued2016-12
dc.identifier.urihttp://hdl.handle.net/10019.1/100138
dc.descriptionThesis (MEdPsych) --Stellenbosch University, 2016en_ZA
dc.description.abstractENGLISH ABSTRACT : Disruptive behaviour and its effect on the academic environment have been well researched internationally and nationally. Not only does disruptive behaviour affect educators, but it also has implications for the learners’ emotional and academic development. In addition, research has shown that boys appear to display more disruptive behaviour for a multitude of reasons. Ensuring that educators effectively manage disruptive behaviour is essential. Through the use of a case study of a group of Foundation Phase educators at a local primary school in the Southern Suburbs in the Western Cape, the study explores educators’ experiences with disruptive behaviour, as well 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 or behavioural theories, as both paradigms underlie behaviour management strategies that are aimed at developing an individual’s self-discipline and intrinsic motivation for prosocial behaviour. The research findings confirmed the stressful effects of disruptive behaviour on the various levels within the system, as well as the support needed by the educators. In addition, the participants described several effective behaviour management strategies when working with boys in the Foundation Phase, along with those strategies perceived to be ineffective. It would appear that while punitive measures are still used, behaviour management strategies that are positive in nature are more effective in the long-term.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : Ontwrigtende gedrag en die gevolge daarvan op die akademiese omgewing is beide internasionaal en nasionaal deeglik nagevors. Hierdie gedrag beïnvloed nie net opvoeders nie, maar dit hou ook implikasies vir die emosionele en akademiese ontwikkeling van leerders in. Tesame daarmee het navorsing getoon dat dit wil voorkom of seuns meer ontwrigtende gedrag, om verskeie redes, toon. Dit is noodsaaklik dat opvoeders ontwrigtende gedrag effektiefbestuur. Hierdie studie bestaan uit ‘n gevallestudie van ‘n groep grondslagfase-opvoeders, by 'n plaaslike laerskool in die Suidelike Voorstede in die Wes-Kaap. ‘n Ondersoek is ingestel na die ervarings van opvoeders wat met leerders met onwrigtende gedrag werk. Die studie ondersoek ook die opvoeders se persepsies van effektiewe en nie-effektiewe gedragsbestuurstrategieë. Die studie is kwalitatief van aard en is gebaseer op 'n sisteemteorie en behaviorisme of behavioristiese teorieë. Beide hierdie raamwerke onderskryf gedragsbestuurstrategieë wat mik op die ontwikkeling van 'n individu se selfdissipline en intrinsieke motivering wat pro-sosiale gedrag bevorder. Die bevindinge van hierdie studie bevestig dat ontwrigtende gedrag ‘n stresvolle effek op die verskillende vlakke binne verskillende sisteme het en dat opvoeders ondersteuning benodig. Tesame met hierdie bevindinge, het die deelnemers verskeie effektiewe gedragsbestuurstrategieë voorgestel wanneer daar veral met seuns in die grondslagfase gewerk word. Nieeffektiewe strategieë om met ontwrigtende gedrag te werk, is ook deur die deelnemers geidentifiseer. Dit wil voorkom dat terwyl streng strafmaatreëls steeds gebruik word, gedragsbestuurstrategieë wat meer positief van aard is, blyk om op langtermyn meer effektief te wees.af_ZA
dc.format.extentxii, 129 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectFoundation phase educators -- South Africa -- Western Capeen_ZA
dc.subjectUCTDen_ZA
dc.subjectPrimary school teachers -- Psychologyen_ZA
dc.subjectBehaviour management strategiesen_ZA
dc.subjectPositive behaviour reinforcementen_ZA
dc.subjectDisruptive behaviour managementen_ZA
dc.titleExploring foundation phase educators’ behaviour management strategies for disruptive behaviour in a boys’ schoolen_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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