Strategies to manage learners’ disruptive behaviour in the classroom and its implications for post-pandemic teaching – A case study of township secondary schools
Joseph Makhetloane 
, Motshidisi Lekhu & Motalenyane Alfred Modise
Issue: Vol. 7 No.2 2026 Article 4 pp. 468 – 480
DOI: https://doi.org/10.38159/ehass.2026724| Published online 25th March 2026
© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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.
Keywords: Academic performance, behaviour, classroom management, culture, discipline
Abeygunawardena, K. A. Vidyanjalie, and M. V. Vithanapathirana. “The Role of Teacher to Address Issues of Disruptive Behaviour of Student Learners in Mathematics Classrooms: A Study in the Sri Lankan Context.” PUPIL: International Journal of Teaching, Education and Learning 2, no. 3 (2019): 152–73.
Acheson, James M. “Rational Choice, Culture Change, and Fisheries Management in the Gulf of Maine.” In Research in Economic Anthropology, 133–59. Emerald Group Publishing Limited, 2002.
Anuradha, V., and R. Pushkala. “Disruptive Behaviour Managing the Challenges and Issues. A Case Study.” International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 245–68.
Banda, Martin, and Godfrey Mweemba. “The Nature of Deviant Behaviour Patterns That Are Prevalent among Pupils in Secondary Schools in Zambia: A Case of Central Province.” International Journal of Humanities Social Sciences and Education 3, no. 10 (2016): 57–64.
Chang, Chingching. “Imagery Fluency and Narrative Advertising Effects.” Journal of Advertising 42, no. 1 (2013): 54–68.
Dabrowski, Anna. “Teacher Wellbeing during a Pandemic: Surviving or Thriving?,” 2020.
Director’s Circular P35. Disciplinary Procedure in School. Harare: Government Printers, 2018.
Glasser, William. Choice Theory: A New Psychology of Personal Freedom. HarperPerennial, 1999.
Goldman, Samantha E, Jamie B Finn, and Melissa J Leslie. “Classroom Management and Remote Teaching: Tools for Defining and Teaching Expectations.” TEACHING Exceptional Children 54, no. 6 (2022): 404–13.
Hepburn, Lorna, Wendi Beamish, and Clair L Alston-Knox. “High School Teacher Perceptions of Implementation of Evidence-Based Practices for Classroom Management.” Teacher Development 25, no. 5 (2021): 669–86.
Hossain, Sarowar. “Effect of Regulatory Changes on Auditor Independence and Audit Quality.” International Journal of Auditing 17, no. 3 (2013): 246–64.
Hunter, Mark, and Robert Morrell. “Corporal Punishment and Gender Equality: Regimes of Care and Rights in South African Schools.” Journal of Gender Studies 30, no. 3 (2021): 344–57.
Jacobsen, Kari. “Educators’ Experiences with Disruptive Behavior in the Classroom.” University of St. Thomas, 2013.
Jati, Anida Fadhilah, Endang Fauziati, and Agus Wijayanto. “Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study on Senior High School Students in One of the Small Town in Indonesia.” International Journal of Language Teaching and Education 3, no. 2 (2019): 130–41.
Khasinah, Siti. “Managing Disruptive Behavior of Students in Language Classroom.” Englisia: Journal of Language, Education, and Humanities 4, no. 2 (2017): 79–89.
Kubat, Ulas, and Nurhak Cem Dedebali. “Opinions of Science Teachers for Classroom Management.” Journal of Education and E-Learning Research 5, no. 2 (2018): 110–17.
Latif, Muhammad M M Abdel. “Unresolved Issues in Defining and Assessing Writing Motivational Constructs: A Review of Conceptualization and Measurement Perspectives.” Assessing Writing 42 (2019): 100417.
Lentfer, Victoria, and Bridget A Franks. “The Redirect Behavior Model and the Effects on Pre-Service Teachers’ Self-Efficacy.” Journal of Education and Practice 6, no. 35 (2015): 71.
Lindenberg, S. “Social Rationality versus Rational Egoism.” In Handbook of Sociological Theory , edited by J. Turner, 635–68. New York: Kluwer Academic/Plenum Press, 2001.
Lohmann, Marla J, Kathleen M Randolph, and Ji Hyun Oh. “Classroom Management Strategies for Hyflex Instruction: Setting Students up for Success in the Hybrid Environment.” Early Childhood Education Journal 49, no. 5 (2021): 807–14.
Manea, Claudia-Neptina, and Oana Gări-Neguț. “When ‘Face-to-Face’ Is No Longer an Option: Classroom Management Challenges during the Covid-19 Pandemics.” Educational Challenges 26, no. 2 (2021): 13–25.
Marais, Petro, and Corinne Meier. “Disruptive Behaviour in the Foundation Phase of Schooling.” South African Journal of Education 30, no. 1 (2010).
Marshall, David T, David M Shannon, and Savanna M Love. “How Teachers Experienced the COVID-19 Transition to Remote Instruction.” Phi Delta Kappan 102, no. 3 (2020): 46–50.
Marzulina, Lenny. “Challenges in Teaching English.” Theory and Practice in Language Studies 11, no. 12 (2021): 1581–89.
Munawaroh, Eem, and Yuli Nurmalasari. “Student Resilience after Pandemic: Learning Loss Recovery.” Psikoeduko: Jurnal Psikologi Edukasi Dan Konseling 1, no. 2 (2021): 1–10.
Närhi, Vesa, Tiina Kiiski, Satu Peitso, and Hannu Savolainen. “Reducing Disruptive Behaviours and Improving Learning Climates with Class-Wide Positive Behaviour Support in Middle Schools.” European Journal of Special Needs Education 30, no. 2 (2015): 274–85.
Ncontsa, Vusumzi Nelson, and Almon Shumba. “The Nature, Causes and Effects of School Violence in South African High Schools.” South African Journal of Education 33, no. 3 (2013): 1–15.
Portela, María José Ogando, and Kirrily Pells. “Risks and Protective Factors for Children Experiencing Adverse Events.” In Growing up in Poverty: Findings from Young Lives, 71–94. Springer, 2014.
Rasheed-Karim, Walifa. “Wellbeing, Policy and Practice among Further Education Teachers.” Psychology Teaching Review 24, no. 1 (2018): 3–14.
Ryan, Richard M., and Edward L. Deci. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist 55, no. 1 (2000): 68–78. https://doi.org/10.1037/0003-066X.55.1.68.
Sibanda, Lwazi, and Mabhena Mpofu. “Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe.” Journal of Educational and Social Research 7, no. 3 (2017).
Singo, Ndinannyi Eunice. “Teachers’ Perceptions on Alternatives to Corporal Punishment in Vhembe District.” Central University of Technology, Free State, 2017.
Sullo, Bob. Activating the Desire to Learn. ASCD, 2007.
Mr. Makhetloane Lehlohonolo Joseph Tshitso, is an educator with many years of teaching experience and currently a PhD candidate at the Central University of Technology, Free State. He is passionate about seeing new developments in the education system as these contribute to the success of the country and the world in general.
Prof. Motshidisi Lekhu is an Associate Professor in the Department of Mathematics, Science and Technology Education at the Central University of Technology, Free State. Her research interests include science teacher education, teaching science for conceptual change, reflective practice, and classroom learning environments. Prof Lekhu teaches Chemistry and Science methodologies at the undergraduate level and supervises postgraduate students.
Prof. Modise Motalenyane Alfred is a full Accounting Education Professor at Central University of Technology (CUT) and distinguished South African scholar, educator, and academic leader whose contributions have significantly advanced accounting education, educational leadership, and rural education development in Southern Africa. He currently serves as Assistant Dean: Research, Innovation and Engagement in the Faculty of Humanities at the Central University of Technology, Free State (CUT), where he previously held several leadership positions, including Acting Senior Director for Research Development Support and Postgraduate Studies, Acting Assistant Dean: Teaching and Learning, and Departmental Manager in the Faculty of Economic and Management Sciences (Teacher Education).
Makhalima, Jabulile and Steven Henry Dunga. “Determinants of Access to Potable Water in South Africa: A Household Level Analysis of Wellbeing.” E-Journal of Humanities, Arts and Social Sciences 7, no.2 (2026): 438 – 453. https://doi.org/10.38159/ehass.2026723
© 2026 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Featured
Others
