Ogina, Teresa Auma2021-11-242021-11-2420222021*A2022http://hdl.handle.net/2263/82819Dissertation (MEd)--University of Pretoria, 2021.Classroom discipline is an aspect of classroom culture which determines the efficacy and efficiency of teaching and learning in schools. There are several studies on the management of classroom disruptive behaviour of learners in public schools but limited studies in Independent schools located in the township areas of South Africa. The context of this study was Independent secondary schools that are ISASA registered. The study focused on how teachers perceived and managed the disruptive behaviour of learners in their classrooms. A qualitative approach was used in this study to collect and analyse data, and the theoretical framework was Thomas Gordon’s Discipline as Self-Control Theory (Gordon & Brown, 2004). Two Independent Schools in Soshanguve Township were involved in the study, from which ten teachers were purposively selected to be the participants. Data was collected using semi-structured interviews and analysed by following thematic data analysis procedures. The researcher elicited responses from the participants based on their experiences of managing learner behaviour and the strategies they used in managing the unacceptable behaviour of learners in the classroom. The findings of the study show the diverse learner behaviour that is regarded as disruptive, which prevents teachers from executing their duties and learners from achieving their academic goals. The study highlights the need for parental involvement and support in disciplining learners. Despite the many challenges identified in this study regarding managing disruptive learners in the classroom, some teachers were optimistic in changing learner behaviour by establishing positive relationships based on mutual respect. Key Terms: Learner behaviour, disruptive behaviour, classroom management, learning environment, effective teaching, independent school.  en© 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.UCTDLearner behaviourClassroom managementIndependent schoolsDisruptive behaviourDissertation