Dissertation submitted in partial fulfilment of the requirements for the degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2014. / This research aimed to determine the perceptions that Foundation Phase educators
from schools in the Lower Umfolozi District held towards disruptive behaviour. It
studied the perceptions of educators towards the characteristics of disruptive
behaviour, as well as the extent that it existed in their classrooms and the impact that
it had on teaching and learning. A survey questionnaire was distributed to educators
from 26 schools and 92 questionnaires were returned. The researcher used SPSS
to conduct data analysis.
Findings suggest that a majority of the educators experienced disruptive behaviour in
their classrooms. They perceived similar behaviours to be disruptive, with many
participants identifying ‘shouting out’, ‘walking around the classroom’, ‘talking in
class’ and ‘playful behaviour’ as being disruptive. The results from the survey
suggest that disruptive behaviour did affect their teaching, both in terms of educator
motivation and the quality of teaching, as well as the learning of the students in
terms of academic outcomes.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/1335 |
| Date | January 2014 |
| Creators | Robarts, Paula |
| Contributors | Govender, S., Hlongwane, M.M. |
| Publisher | University of Zululand |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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