Exploring teachers’ lived experiences in addressing learners’ misconduct in secondary schools at the King Cetshwayo district, KwaZulu-Natal

Abstract

Effective classroom management remains a critical element in the South African education system, especially in schools where learners disrupt teaching and learning. This study explored teachers’ lived experiences in addressing learners’ misconduct and the strategies fostering these challenges at secondary schools in the King Cetshwayo district, KwaZulu-Natal, South Africa. It was guided by Ecological Systems Theory and Social Learning Theory, and used a qualitative phenomenological research design. Data were generated through semi-structured interviews with six teachers purposively selected from secondary schools. These teachers had direct experience managing learners’ behaviour in their classrooms. This study used a complementary document analysis of school disciplinary policies and codes of conduct to strengthen contextual understanding. Data were analysed using thematic analysis, enabling the identification of recurring patterns in teachers’ experiences and classroom management practices. The findings revealed that learners’ misconduct, including persistent disruptions, inattentiveness, and defiance, significantly constrains instructional practices and reduces opportunities for meaningful learner engagement. Teachers interpreted these behaviours not merely as individual disciplinary issues but as manifestations of broader socio-ecological influences, including family circumstances, community environments, and school conditions. In response, teachers employed multiple classroom management strategies, including establishing structured behavioural expectations, reinforcing positive behaviour, fostering supportive teacher–learner relationships, and collaborating with school leadership to address persistent disciplinary challenges. The study concluded that effective classroom management in secondary schools requires contextually responsive, relational approaches that integrate behavioral guidance, learner engagement, and institutional support. Strengthening teacher professional development and collaborative support systems may therefore enhance educators’ capacity to address learner misconduct and sustain productive learning environments in South African secondary schools.