Teachers’ understanding of aggressive learner behaviour in a primary school.

Abstract

The focus of this study is to explore teachers’ understanding of aggressive learner behaviour in a primary school. This study was conducted in an ex-model c school which is in the district of UMlazi. The research approach is qualitative, in which a case study design was employed. Data was generated using two data generation instruments, which are, focus group discussions and collage construction. The findings of this study showed that the majority of the teachers acquired their understanding of aggressive learner behaviour through their experience over the years of teaching, communication with teachers and learners’ parents. Teachers explain the rationale for the discipline strategies they adopt to address aggressive learner behaviour in their classrooms and out on the field. The findings also show that besides experience and conversations with other teachers or parents of learners, there is no other meaningful way to acquire knowledge regarding aggressive learner behaviour in a primary school.