A thesis submitted to the School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2016. / This thesis investigates a relatively under-researched area of behaviour support, namely the value and effectiveness of the Positive Behaviour Support (PBS) model (Sugai & Horner, 2002, 2009; Sugai & Simonsen, 2012) within the context of South African classrooms. Within this study, Bronfenbrenner’s bioecological framework (Bronfenbrenner 1977, 1979, 1986, 1992; Bronfenbrenner & Ceci 1994; Bronfenbrenner & Morris 1998; Bronfenbrenner & Morris, 2006) is used as a conceptual tool to understand behavioural and behaviour support challenges, specifically within selected Limpopo Foundation Phase (FP) classrooms. Given that behavioural challenges contribute to learner exclusion in schools, the thesis also draws on inclusion imperatives (DoE 2001, 2005, 2014) that support learners’ full and successful participation within schools. Following its shift from a focus on deficit and control towards a developmental approach of behaviour management, PBS was selected for its particular value within South Africa’s history of corporal punishment, as well as the country’s contextual factors of poverty and teacher (pre and in-service) under-preparedness in the area of behaviour support. The research participants for this study comprised a purposive sample of Wits School of Education FP Limpopo in-service teachers, who each participated in the inclusion module taught in year four of their undergraduate degree. The study employed a mixed-methods research design and an analysis of various data sources, namely survey questionnaires, focus group interviews, module evaluations, open-ended questionnaires, as well as classroom observations in Limpopo schools and interviews with teachers of the classes that were observed. Overall, the research findings have provided evidence to support the effectiveness of the PBS model for Limpopo FP classrooms, and in doing so, have provided useful new information for the application of the model more broadly within the South African context. The PBS model was found to be valuable and effective in helping the Limpopo teachers better understand and better manage behavioural challenges in their classrooms. Findings show that respondents believe that their ability to manage behavioural challenges were inadequate before they were exposed to the PBS model. The respondents indicated that their initial limited linear view of learners and learner behaviour support had changed. As a result of an increased awareness of various ecosystemic factors related to behaviour and behaviour support, findings revealed that respondents developed a broader, more holistic understanding of learner behaviour and behaviour support management in the context of the classroom. The PBS 4 strategies that were employed in Limpopo classrooms were however not without their challenges. The findings reveal opportunities for further research into PBS within South Africa at a schoolwide level. Furthermore, longitudinal studies that incorporate PBS as part of teacher in-service and pre-service education will provide valuable data on the growing field of PBS within South Africa. KEY WORDS Inclusion, Bio-ecological, Teacher Education, Positive Behaviour Support (PBS), Limpopo Foundation Phase Teacher / LG2018

MPM / Oliver Tambo Institute of Governance and Policy Studies

MPM / Oliver Tambo Institute of of Governance and Policy Studies

Thesis (M. Dev.) -- University of Limpopo, 2017. / The purpose of this study was to investigate the impact of ill-discipline on the performance of Grade nine learners at Nghonyama High School. The acts of indiscipline among students, especially at the secondary level of education are universal challenge thatmany schools face all over the world. A quantitative descriptive research wasconducted to determine if there was a relationship between conduct and performance of such learners. Data collection was done through completion of questionnaires. Two groups participated in the study: the first group consisted of fifty Grade nine learners and the second group was composed of ten educators - four members of the School Management Team and six teachers. The study revealed that learners misbehave at school due to variety of reasons such as, peer pressure, overcrowding, lack of parental support, inability to do the work, poverty, lack of motivation to succeed, disrespect, moral decay, not being engaged in the formulation of rules, rules being not enforced, lack of parental care, unmonitored TV viewing, child-headed families, lack of effective disciplinary measures, poor perception of the aims and principles of schooling and poor home upbringing. The study further revealed that the most common types of illdiscipline in the area of study were vandalism, fighting, absenteeism, indecent dressing, substance abuse, bullying, stealing, smoking, and drinking alcohol. With ill-discipline academic performance is affected.The study equally revealed that the Department of Education is not doing enough to address the issue of infrastructure. For example, overcrowding is still a challenge. In other words, the school environment plays a role in promoting ill-discipline; if classes are overcrowded learners are forced to misbehave. The study recommends that teachers should be encouraged to refer cases of indiscipline to the School Management Team. Principals should also be encouraged to involve all stakeholders in the formulation of school rules. Parents must make sure thatschool rules are adhered to by all the learners, no matter whose child breaks the rule,and most importantly learners should be encouraged to cooperate well with their educators.

MPM / Oliver Tambo Institute for Governance and Policy Studies.

Department of Curriculum Studies and Education Management / MEd

MEd / Department of Education Management

MEDEM / Department of Curriculum Studies and Education Management