Abstract
Classroom management is considered fundamental in educational processes for effective teaching-learning, learners’ academic performance and social skills development. A classroom includes the enclosed environmental space of a micro-cosmos in which human beings’ growth takes place. It is a place which provides an environment and opportunity for learners to enhance their learning and prepare themselves for the future.
The Gauteng Department of Education issued circular 15/2009 which signified that the learners’ academic performance has declined in many high schools. The lack of social skills development is also one of the serious challenges which schools and South African society face today. Academic performance and social skills development are some of the most imperative elements of the classroom and a core responsibility of teachers as well as schools that need to be addressed. It is a challenge for schools to provide an environment for learners in classrooms which is conducive to academic and social skills learning. During research on the influence of classroom management on learners’ academic performance and social skills development, the literature and research respondents evidenced that some schools are academically underperforming and are lacking in developing social skills in learners. There are multiple reasons behind this challenge. Poverty, family structures and drug abuse are some of the basic reasons.
The research was conducted in Johannesburg. Eighteen teachers from six higher secondary schools were the respondents of the study. Out of six, three were model C and three were quintile 1 schools. Model C schools are fee-paying, while in quintile 1 schools, learners only pay a minimum amount as a fee. The study was conducted by applying the qualitative method of research. The focus of the research was to gather data that could describe the current situation of classroom management, teacher effectiveness and its influence on learners’ academic performance and social skills development. It also focused on whether classroom management and teachers need skills development and what developmental skills are required to attain learners’ educational goals.
In light of literature and data gathered through individual face-to-face interviews, six themes and 16 sub-themes were identified and discussed in detail in Chapter Four. In this qualitative research study, it was found that classroom management has a strong influence on learners’ academic performance and social skills development but other factors influence learners’ performance and skills development that cannot be ignored. According to research participants, socioe-conomic background, unemployment, poverty, broken family systems, divorce, drug abuse, crime, teenage pregnancies, availability of physical resources in classrooms and teacher efficacy are the major factors that influence learners’ performance. Learners living in these environments have more social problems and issues and lower academic performance than those who come from privileged backgrounds and stable families. A learner can only be developed and educational outcomes achieved if schools and families as stakeholders come together. During research interviews, it was found that the family institution has collapsed and is unable to align with schools to holistically develop learners. To achieve educational outcomes the department of education as well as the government must address the serious and challenging social issues creating imbalances in society that affect learners’ performance. Unemployment, poverty, drug abuse, crime and teenage pregnancy are the key challenges which need to be addressed by the government so that learners, schools and families can work together to grow a productive nation.
By taking the above into account, the department of education and school governing bodies are required to provide professional development opportunities to school teachers by ensuring that the contents of professional development training and courses meet the needs and address the challenges that learners, schools, teachers and society are facing today.
The research concluded that without addressing social issues related to learners and schools, it seems a bit difficult to address the challenges. There is also a dire need to maintain a close and strong connection between parents, teachers and learners so that day-to-day and societal challenges can be addressed.
The following key terms were used in this research: classroom management, classroom environment, physical resources, professional development, teachers trainings, teacher efficacy, academic performance, social skills development, socio-economic background, unemployment, poverty, broken family system, divorced, drug, crime, teenage pregnancies, secondary schools and Johannesburg.