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Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School
Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613632905347072 |
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| access_status_str | Open Access |
| author2 | Mampane, Motlalepule Ruth |
| author_browse | Mampane, Motlalepule Ruth |
| author_facet | Mampane, Motlalepule Ruth |
| collection | Thesis |
| dc_rights_str_mv | © 2022 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. |
| description | Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/86101 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:14.512Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/86101 Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School Mampane, Motlalepule Ruth nareschanaidoo.edpsych@gmail.com Naidoo, Narescha D. UCTD Prosocial learner behaviour Positive discipline Healthy school climate perception of teachers Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. Managing disruptive learner behaviour has been the concern of teachers and school administrators for years and it still continues to be a significant challenge today. Research has shown that incessant disruptive behaviour creates a chaotic school climate that negatively impacts on learner achievement. Many international schools have since implemented disciplinary programmes that prove to be ineffective due to their punitive and reactive approach. This has led to a need for an approach to discipline that is prosocial and promotes a healthy school climate. Positive Behaviour Interventions and Supports (PBIS) is one such approach that has been implemented in over 25 000 schools internationally. This qualitative study therefore seeks to gain insight into the perceptions of the teachers working at a full-service school where this approach has been implemented. In order to do so, the study followed an interpretivist epistemology. Four teachers were interviewed using semi-structured interviews and thematic data analysis was used to analyse the data generated. The findings from the study show that PBIS has been a valuable contribution to the school and has assisted them in managing learner discipline. However, the importance of ensuring that an approach is suited to one’s context and to a school’s own needs has been highlighted. Educational Psychology MEd Unrestricted 2022-07-12T07:47:04Z 2022-07-12T07:47:04Z 2022-09-07 2021 Mini Dissertation * https://repository.up.ac.za/handle/2263/86101 https://doi.org/10.25403/UPresearchdata.20283729.v1 en © 2022 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. application/pdf application/pdf University of Pretoria |
| spellingShingle | UCTD Prosocial learner behaviour Positive discipline Healthy school climate perception of teachers Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School |
| title | Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School |
| title_full | Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School |
| title_fullStr | Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School |
| title_full_unstemmed | Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School |
| title_short | Teachers' Perceptions of Positive Behaviour Interventions and Supports Framework in a Gauteng Full-Service School |
| title_sort | teachers perceptions of positive behaviour interventions and supports framework in a gauteng full service school |
| topic | UCTD Prosocial learner behaviour Positive discipline Healthy school climate perception of teachers |
| url | https://repository.up.ac.za/handle/2263/86101 https://doi.org/10.25403/UPresearchdata.20283729.v1 |