Experiences of teachers in managing discipline of learners from child-headed families

Abstract

The study sought to investigate the experiences of teachers in management of the discipline of learners from child-headed families. The research assumes that the understanding of the experiences and the perceptions of teachers regarding the management of discipline of children from child-headed households could contribute to the knowledge of how teachers manage discipline of learners from child-headed households. The study was underpinned by Urie Bronfenbrenner’s (2004) theory. The study applied qualitative research methodology where one-on-one semi-structured interviews were conducted. Twenty-five (25) participants from selected primary schools in OR Tambo Coastal District in the Eastern Cape Province were interviewed. The findings of this study indicate that learners from child-headed families encounter challenges in life due to the lack of adult guidance and supervision. Those learners are involved in anti-social behaviour which include misbehaving, rudeness, drug abuse, fighting, poor academic performance, absenteeism and late coming in school. Teachers also experience all the challenges these learners reflect at school. It has been recommended that there is a need for training of teachers in the management of behaviour and discipline of learners from child-headed families. The structured and comprehensive programmes to address the challenges learners encounter were recommended. There is a need to capacitate all the participants within the schools to manage the behaviour of learners from child-headed households. The role of the Eastern Cape Department of Basic Education has been highlighted as the most crucial in the facilitation of programmes in schools to manage the discipline of learners particularly those from child-headed families.