Teacher perceptions of factors influencing classroom management practices: A comparative case study of two public high schools in the Western Cape

Abstract

Teachers in schools located in disadvantaged areas are increasingly required to address poor learner behaviour, which makes teaching and the completion of the curriculum a great challenge to teachers. This raised the need to explore teacher views of the effectiveness of the different classroom management strategies teachers’ use and their value in addressing learner behaviour and achievement. This research therefore focussed on understanding classroom management issue from the perspective of teachers. The broad aim of this study was thus to compare teacher perceptions of the factors that contributed to effective classroom management practices in two public high schools located in a historically disadvantaged community. An eco-systemic theoretical lens is used to illuminate an understanding of the complexity of school systems and factors which influence classroom management (CRM). This relates to a Whole School Development (WSD), an approach in which all elements of organisational life and stakeholders are involved to find a solution for a problem – in this case reducing the complexities of the school system in addition to the factors influencing CRM by involving all stakeholders possible.