Browsing by Author "Kamenye, Nelago Ndeuthigilwa"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Teachers' strategies to combat disruption in classrooms: A case study of Primary schools in the Otjozondjupa region
    (University of Namibia, 2020) Kamenye, Nelago Ndeuthigilwa
    The purpose of this study was to investigate how teachers conceptualize disruptive behaviour and to explore the strategies they use in combating class disruption at senior primary schools in the Otjozondjupa region. A qualitative case study design was used to investigate this phenomenon in the two best-performing schools and two under-performing schools in the Otjozondjupa region. The target population for this study consisted of senior primary school teachers (Grades 4 to Grade7) from selected schools in the Otjozondjupa region. Purposive sampling was used to select the top two performing schools and two under-performing schools as per their respective performances in the National Standardized Tests (MoEAC, 2015). Criterion sampling strategies were used to select the sample of thirteen (13) teachers from the four schools. Semi-structured interviews and observation were used as data collection instruments. The results of the study confirmed growing awareness among primary school teachers of classroom disruption and the effectiveness of classroom management strategies that factor in environmental, structural, and background variables. The study revealed that verbal and nonverbal actions can constitute perceived disruptive behaviour. The study also established that perceived causes of classroom disruption significantly influenced by social and psychological factors. Parental involvement and keeping learners engaged also emerged as strategies teachers most prominently employ in managing classroom disruption. The study concludes that teachers who could leverage teaching experience, understood the importance of social factors, and took a proactive approach in addressing classroom disruption were more successful than those who were passive, inexperienced or did not understand how learning and behaviour are socially influenced. The study recommends broadening the understanding of inclusive education approaches and cultures for addressing classroom behaviour in the Namibian school system.
  • Thumbnail Image
    Item
    Teachers' strategies to combat disruption in classrooms: A case study of primary schools in the Otjozondjupa region
    (University of Namibia, 2020) Kamenye, Nelago Ndeuthigilwa
    The purpose of this study was to investigate how teachers conceptualize disruptive behaviour and to explore the strategies they use in combating class disruption at senior primary schools in the Otjozondjupa region. A qualitative case study design was used to investigate this phenomenon in the two best-performing schools and two underperforming schools in the Otjozondjupa region. The target population for this study consisted of senior primary school teachers (Grades 4 to Grade?) from selected schools in the Otjozondjupa region. Purposive sampling was used to select the top two performing schools and two under-performing schools as per their respective performances in the National Standardized Tests (MoEAC, 2015). Criterion sampling strategies were used to select the sample of thirteen ( 13) teachers from the four schools. Semi-structured interviews and observation were used as data collection instruments. The results of the study confirmed growing awareness among primary school teachers of classroom disruption and the effectiveness of classroom management strategies that factor in environmental, structural, and background variables. The study revealed that verbal and nonverbal actions can constitute perceived disruptive behaviour. The study also established that perceived causes of classroom disruption significantly influenced by social and psychological factors. Parental involvement and keeping learners engaged also emerged as strategies teachers most prominently employ in managing classroom disruption. The study concludes that teachers who could leverage teaching experience, understood the importance of social factors, and took a proactive approach in addressing classroom disruption were more successful than those who were passive, inexperienced or did not understand how learning and behaviour are socially influenced. The study recommends broadening the understanding of inclusive education approaches and cultures for addressing classroom behaviour in the Namibian school system.