High-school teachers’ perceptions of challenging learner behaviour

Abstract

This focuses on persistent behaviour that disrupts teaching and learning on a daily basis. Teachers’ perceptions have been investigated within the framework provided by eco-systemic and asset-based approaches to learner behaviour and support. The intensity and prevalence of behavioural challenges were reportedly higher in urban than in rural schools. The eco-systemic and asset-based approaches can be recommended for training teachers to understand and manage learner behaviour.