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Discipline in the classroom has an impact on learner performance. School indiscipline reduces instructional contact hours since more time is spent regulating behaviour, rather than teaching. This disruptive behaviour or other forms of misconduct are typically detrimental to learners who have lost the culture of respect and trust toward educators. The purpose of this study was to identify the factors contributing towards learners’ disruptive behaviour in the classroom, categorize how those factors impact the teaching and learning process and their implications to the schooling system. This qualitative study followed a phenomenological research approach where semi-structured interviews and open-ended questionnaires were utilized to collect data at three secondary schools at Kutloanong. Learners, teachers and principals from three selected township high schools of Lejweleputswa district participated in the study. Data was categorised and thematically analysed. Findings revealed family/home and societal factors, school-related factors, and curriculum-related factors as the main contributing factors toward learners’ disruptive behaviour. It is recommended that school governing bodies (SGB), school management teams (SMT), parents, and teachers establish programs and techniques for dealing with disruptive behaviour. This research will contribute to the scholarship by adding to the understanding of how to deal with disruptive behaviour in the classroom. The Department of Education (DoE) could use the findings to ensure that measures are taken to ensure that learner behaviour is monitored in schools.
Makhetloane et al. (Wed,) studied this question.