Abstract

Learners’ challenging behaviors in schools remain a global concern in educational settings. The aim of the current qualitative study was to explore teachers’ cognition of learners’ challenging behaviors in primary schools. Ubuntu and Skinner’s Operant conditioning were used as frameworks that guided the study. Employing an exploratory case study methodology, qualitative data was gathered from participants using semi-structured interviews and document analysis. Data was collected from fifteen (15) teachers in three schools of Tshwane South District in South Africa. The following four (4) findings emerged: family hardships, ineffective forms of discipline, children’s rights and the abuse of technology. The study concludes that dilemmas and realities of learners’ challenging behaviors should be acknowledged and addressed by different educational stakeholders. The need for comprehensive interventions that address not only the individual learner but also systemic challenges within the educational settings are highlighted.

Keywords:Challenging behaviours; Learners; Children rights; Social spheres; Skinner’s operant conditioning; UBUNTU