Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School

Abstract

Managing disruptive learner behaviour has been the concern of teachers and school administrators for years and it still continues to be a significant challenge today. Research has shown that incessant disruptive behaviour creates a chaotic school climate that negatively impacts on learner achievement. Many international schools have since implemented disciplinary programmes that prove to be ineffective due to their punitive and reactive approach. This has led to a need for an approach to discipline that is prosocial and promotes a healthy school climate. Positive Behaviour Interventions and Supports (PBIS) is one such approach that has been implemented in over 25 000 schools internationally. This qualitative study therefore seeks to gain insight into the perceptions of the teachers working at a full-service school where this approach has been implemented. In order to do so, the study followed an interpretivist epistemology. Four teachers were interviewed using semi-structured interviews and thematic data analysis was used to analyse the data generated. The findings from the study show that PBIS has been a valuable contribution to the school and has assisted them in managing learner discipline. However, the importance of ensuring that an approach is suited to one’s context and to a school’s own needs has been highlighted.