Abstract
Foundation phase teachers of an urban, primary school at which the researcher is presently teaching, often complain about the behaviour of learners. Learners are sent out of the classrooms almost everyday, which contravenes education policy. Some of the problems foundation phase teachers complain about are disobedience, fighting, aggression as well as stealing and un-cooperative behaviour. These teachers often send learners with behavioural difficulties out of classes, and then call in parents but this intervention does not result in any changes. Teachers seem not to understand the nature of behaviours and strategies of behaviour management. They resort to losing control, using corporal punishment and think of resigning.
Successful management of behavioural difficulties in foundation phase classes is crucial for learner development. Learners are still young and it is their first year at school. They come from different homes and neighbourhoods. Their background often influences their behaviour. Some of foundation phase learners practice the unacceptable behaviour practiced at home or by neighbours not knowing that the behaviour is not acceptable at school. Foundation phase teachers therefore do not always understand learners with behavioural difficulties because of lack of understanding of the nature of the causes of behavioural difficulties as well as the lack of strategies in managing learners with behavioural difficulties. Against this background the purpose of this study is therefore to investigate, explore and describe the support needs of foundation phase teachers in managing behavioural difficulties.
In this study the research was conducted in a qualitative research paradigm. The data collection methods were individual interviews and field notes from individual interviews, which were taken as supportive data. A literature survey on the nature and causes of behavioural difficulties as well as the support needs of teachers is discussed in section two.
Data was analysed through the qualitative content analysis method. Four categories emerged which are types of behavioural difficulties, causes of behavioural difficulties as well teachers’ present behavioural management strategies and the support needs of foundation phase teachers. Summary of the findings, recommendations for the study as well as critical discussion of the findings is also stated. Recommendations for further research are then suggested.
Mrs. J.V. Fourie