School and the community: Managing disruptive learner behaviour in rural learning ecologies
DOI:
https://doi.org/10.18820/2519593X/pie.v39.i4.6Keywords:
Disruptive learner behaviour, Rural school, Critical consciousness, Community, Participatory action researchAbstract
Managing disruptive learner behaviour has for many years been a matter of concern to school administrators, teachers and parents. In Zimbabwe, teaching and learning processes have been affected by serious interference that has adversely affected the learners and the teachers. The research question addressed in this study relates to the strategies that can be utilised by communities and schools with a view of managing disruptive learner behaviour in rural learning ecologies. To answer the research question, we used a participatory action research design. This community-based qualitative study was underpinned by the critical consciousness concept that can be described as central to the application of critical thinking. Data were generated utilising focus-group discussions and reflective narratives with teachers and parents and analysed following Fairclough’s (1992) critical discourse analysis. The findings suggest that disruptive learner behaviour in rural schools could potentially be managed through parental involvement, the use of problem-solving approaches, learner participation in all school programmes and the antecedent-behaviour-consequence approach. The study concluded that disruptive learner behaviour should be properly managed within and out of school to achieve meaningful teaching and learning.
Downloads
References
Anuradha, V. & Pushkala, R. 2020. Disruptive behaviour managing the challenges and issues. A case study. International Journal of Psychosocial Rehabilitation, 24(5): 245–268. https://doi.org/10.37200/IJPR/V24I5/PR201873
Banda, M. & Mweemba, G. 2016. The nature of deviant behaviour patterns that are prevalent among pupils in secondary schools in Zambia: a case of Central Province. International Journal of Humanities Social Sciences and Education, 3(10): 57–64. https://doi.org/10.20431/2349-0381.0310005
Belle, L.J. 2017. Factors that influence student behaviour in secondary schools. European Journal of Educational and Developmental Psychology, 5(5): 27–36.
Bulotsky-Shearer, R.J., Fernandez, V., Dominguez, X. & Rouse, H.L. 2011. Behaviour problems in learning activities and social interactions in head start classrooms and early learning, mathematics and approaches to learning. School Psychology Review, 40(1): 39–56. https://doi.org/10.1080/02796015.2011.12087727
Chevalier, J.M. & Buckles, D.J. 2013. Participatory action research theory and methods for engaged inquiry. UK: Routledge.
Chidakwa, N. 2020. An asset-based approach to mitigating learner multiple vulnerabilities in Zimbabwean rural learning ecologies. Unpublished Doctoral thesis. South Africa: University of KwaZulu-Natal. https://doi.org/10.1080/17450128.2021.1925383
Creswell, J.W. 2014. Research design: A qualitative, quantitative, and mixed method approaches, fourth edition. Thousand Oaks, CA: Sage.
Dheram, P. 2017. Empowerment through critical pedagogy. Academic Leadership, 5(2): 32–54.
Director’s Circular P35. 2018. Disciplinary procedure in school. Harare: Government Printers.
Escalada, M. & Heong, K.L. 2014. A guide on how to conduct a Focus Group Discussion. American Journal of Applied Psychology, 2(3): 73–81.
Etonge, N.S. 2014. A framework for school management teams to handle disruptive learner behaviour. Unpublished PhD thesis. Bloemfontein: University of Free State.
Fairclough, N. 1992. Discourse and social change. Cambridge: Polity.
Freire P. 1973. Pedagogy of the oppressed. New York: The Continuum Publishing Company.
Fuchs, C. & Mosco, V. 2012. Special issue: Marx is back: The importance of Marxist theory and research for critical communication studies today. Triple C. Journal for a Global Sustainable Information Society, 10(2): 127–632. https://doi.org/10.31269/triplec.v10i2.421
Garcia, Q.P. & Santiago, A.B. 2017. Parenting styles are correlated to self-esteem of unprivileged adolescents: basis for proposed parenting skills program. International Journal of Advanced Education Research, 2(5): 27–35.
Goodall, C. & Barnard, A. 2015. The challenge of participatory action research with children and young people. Social Research Association Conference, 14/12/15.
Gudyanga, E., Matamba, N. & Gudyanga, A. 2014. Visual participatory approach to violent behaviour amongst Zimbabwean students: forms and prevalence. Journal for Asian Social Science, 10(10), doi:10.5539/ass.v10n10p30.
Gudyanga, E., Nyamande, W. & Wadesango, N. 2013. Assisting students with conduct disorders in Gweru urban primary schools: issues and challenges. Journal of Psychology, 4(2): 47-57. https://doi.org/10.1080/09764224.2013.11885493
Gunawan, J. 2015. Ensuring trustworthiness in qualitative research. Belitung Nursing Journal, 1(1):10–11. https://doi.org/10.33546/bnj.4
Gutuza, R.F. & Mapolisa, T. 2015. An analysis of the causes of indiscipline amongst secondary school pupils in Nyanga district. Global Journal of Advanced Research, 2(7): 1164-1171.
Hart, R.A. 2013. Stepping back from ‘The Ladder’: Reflection on a model of participatory work with children. In A. Reid, B.B. Jensen, J. Nikel, & V. Simovska (Eds). Participation and learning: perspectives on education and the environment, health and sustainability. Copenhagen: Springer.
Kerr, M.M. & Nelson, C.M. 2010. Strategies for addressing behaviour problems in the classroom, sixth edition. Columbus: Merrill Prentice-Hall.
Lentfer, V.S. & Franks, B. 2015. The redirect behaviour model and the effects on pre-service teachers’ self-efficacy. Journal of Education and Practice, 6(35): 79–87.
Luter, D.G., Mitchell, A.M. & Taylor, H.L. 2017. Critical consciousness and schooling: The impact of the community as a classroom programme on academic Indicators. Education Science Journal, 7(25): 1-23. https://doi.org/10.3390/educsci7010025
Mafa, O., Hadebe, L.B., Lusinga, B. & Ncube, D. 2013. Dynamics of Classroom Management: Module BEDM 106. Harare: Zimbabwe Open University.
Magwa, S. & Ngara, R. 2014. Learner indiscipline in schools. Review of Arts and Humanities, 3(2): 79–88.
Marais, P. & Meier, C. 2010. Disruptive behaviour in the Foundation Phase of schooling. South African Journal of Education, 30: 41–57. https://doi.org/10.15700/saje.v30n1a315
Mathegka, S.S. 2016. Teachers’ perceptions of parental involvement in children’s education in rural Limpopo Province schools. Unpublished Masters dissertation. South Africa: University of South Africa.
Mathews, L., Holt, C. & Arrambide, M. 2014. Factors Influencing the Establishment and Sustainability of Professional Learning Communities: The Teacher’s Perspective. International Journal of Business and Social Science, 5(11): 23–29.
Mencke, P.D. 2013. Pre-service teachers and participatory action research students, community and action. Journal for Teacher Research, 15: 312–327. https://doi.org/10.4148/2470-6353.1062
McKevitt, B.C., Dempsey, J.N., Ternus, J. & Shriver, M.D. 2012. Dealing with behaviour problems: The use of positive behaviour support strategies in summer programmes. After school Matters, 15: 16–25.
Mosavel, M. & Oakar, C. 2012. Perspectives on focus group participation and remuneration. Journal for Ethics and Behaviour, 19(4): 341–349. https://doi.org/10.1080/10508420903035331
Mthiyane, N.P. 2015. Chronicles of the experiences of orphaned students in a higher education institution in KwaZulu-Natal. Unpublished doctoral thesis. Bloemfontein: University of the Free State.
Myende, P.E. 2014. Improving academic performance in a rural school through the use of an asset-based approach as a management strategy. Unpublished doctoral thesis. Bloemfontein: University of the Free State.
Nguyen, T. 2014. Student-centered behaviour management: a holistic approach to reducing overall discipline while minimising the disproportionate racial gap (project). Restricted access award winners. 1. Available at: http://scholarworks.gvsu.edui/coeawardwinners2/1 [Accessed 19 November 201]
Noel, L. 2016. Promoting an emancipatory research paradigm in design education and practice. Proceeding of DRS 2016, Design Research Society 50th Anniversary Conference. Brighton, UK. https://doi.org/10.21606/drs.2016.355
Santrock, S.W. 2010. Life span development, fifth edition. Texas: McGraw Hill. Save the Children. 2017. Prohibiting corporal punishment in schools. London: Global initiative to end corporal punishment in all schools.
Sibanda, L. & Mpofu, M. 2017. Positive discipline practices in schools: A case of Mzilikazi District secondary schools in Zimbabwe. Journal of Educational and Social Research, 7(3): 117–125. https://doi.org/10.1515/jesr-2017-0009
Silo, N. 2011. Children’s participation in waste management activities as a place-based approach to environmental education. Children, Youth and Environments, 21(1): 128–148.
Simovska, V. 2008. Learning in and as participation: a case study from health-promoting schools. In A. Reid, B.B. Jensen, J. Nikel, & V. Simovska (Eds). Participation and learning: perspectives on education and the environment, health and sustainability. Copenhagen: Springer. https://doi.org/10.1007/978-1-4020-6416-6_4
Sun, R.C.F., & Shek, D.T.L. 2012. Classroom misbehaviours in the eyes of students: a quantitative study. The Scientific World Journal, http://dx.doi.org/10.1100/2012/398482.
Temitayo, O., Nayaya, M.A. & Lukman, A.A. 2013. Management of disciplinary problems in secondary schools: Jalingo Metropolis in focus. Global Journal of Human Social Science Linguistics & Education, 13(14): 7–19.
Welch, K. & Payne, A.A. 2011. Exclusionary school punishment. The effects of racial threat on expulsion and suspension. Youth Violence and Juvenile Justice, 10: 155–171. https://doi.org/10.1177/1541204011423766
Wood, L. 2020. PALAR as a transformative, collaborative and democratic approach to educational research. In L Wood (Ed.). Participatory action learning and action research: theory, process & practice. New York: Routledge. https://doi.org/10.4324/9780429441318-1
Wood, L. & Zuber-Skerritt, O. 2013. PALAR as a methodology for community engagement by faculties of education. South African Journal of Education, 33(4): 1–15. https://doi.org/10.15700/201412171322
Wodak, R., & Meyer, M. 2009. Critical discourse analysis: History, agenda, theory and methodology. In R. Wodak & M. Meyer (Eds.). Methods of critical discourse analysis. London: Sage.
##submission.downloads##
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Dr Prosper Lunga, Prof Mariëtte Koen, Dr Ncamisile Mthiyane
This work is licensed under a Creative Commons Attribution 4.0 International License.
