Examination of the Creation of a Positive Culture of Teaching and Learning through Classroom Management

Abstract

This study aims to examine the creation of a positive culture of teaching and learning through classroom management to improve learner performance within Kwa-Mhlanga North-East circuit in Mpumalanga province. This is a qualitative study that uses an inductive approach and a case study. For this study, interviews, observation, and document analysis were used to collect data. This study made use of thematic content analysis. Three schools were selected out of twenty-five and three participants from each school were representative of the entire population of one thousand one hundred educators in the circuit. Participants were selected purposively. The interviews were done face to face with participants from three sampled schools at scheduled times with each participant. This study found that the schools, namely School A, School B and School C use different policies in creating a positive culture of teaching and learning, policies such as staff attendance policy, assessment policy, learners code of conduct, classroom rules democratically developed, Both educators and learners lack the skill of time management and parents have deserted their responsibilities to guarantee that their children arrive on time at school, attend school daily, do the work given to them in class and discipline their children. The impact of harmonizing the creation of a positive culture of teaching and learning creates an environment where learners feel excited and positive to be part of the school and thus can take initiative. This study contends that there is a positive relationship between the positive culture of teaching and learning and classroom management. This study contributes to the body of knowledge for schools of education and training and development.