How does a Culture of Learning Impact on Student Behaviour?

Boran Boran

doi:10.3844/jssp.2012.332.342

Abstract

Problem statement: Despite the need for a culture of learning in South African schools, research reveal that it is not generally encountered. Research also indicates the manifestation of student behavior problems constraining effective learning. Approach: This research study was directed at determining if a link existed between behavior problems and a lack of a culture of learning. The research approach adopted constituted a literature study and a qualitative based, narrative inquiry at a school within a traditionally disadvantaged community. The literature study was undertaken to gain an understanding of the concept “culture of learning” and its impact as a behavioral determinant. Caring schools as a means to address the problem formed part of the study. Results: Important research findings relate to the correlation between characteristics that give rise to behavioral problems and those associated with a lack of a culture of learning, the role played by “caring schools” in nurturing a culture of learning and the importance of addressing students’ emotional needs for dealing with behavioral problems. Conclusion: The significance of the research is the guidelines proposed for dealing with behavior problems by establishing a culture of learning. Recommended is in-service training of all key stakeholders in the dynamics of establishing a culture of learning and the realization of learner’s unmeet emotional needs.

Highlights

South African research studies reflect a decline of Research undertaken by Pillay (1998) reveals that a culture of learning in schools (Pillay, 1998; Ngidi the majority of schools, of the former education and Qwabe, 2010; Niemann and Kotze, 2006; Kruger, departments responsible for Black education in South 2003; Matoti, 2010)
For instance Deventer and became a democratic dispensation in 1994 and the Kruger (2002) claim that “one of the most important ongoing turmoil encountered in these schools is issues that faces education in South African schools underscored by a failure to establish a culture of today, is the restoration of a sound culture of learning learning within the schools concerned (Pillay, 1998)
The way forward: An urgent need for both addressing the reality of behaviour problems occurring at South African schools and finding new strategies to deal with this phenomenon effectively is needed as well as the fact that a culture of learning needs to be established in all South African schools in order to actualise the full potential of all students

Summary

INTRODUCTION

That the culture of learning and teaching is developed in institutions and schools”. South African research studies reflect a decline of Research undertaken by Pillay (1998) reveals that a culture of learning in schools The following characteristics of emotional and/or behavioural problems have been identified (Eggen and Kauchack, 2012; Santrock, 2001; Slavin, 2011; Venter and Rambau, 2011; Woolfolk, 2010), namely: Learners who are continuously depressed, or who are constantly experiencing constant feelings of unhappiness, who act with aggression, do not behave according to ethnic norms and values, experience difficulties in relating socially to other students and teachers, suffer from a negative self concept and are frequently playing truant. In the context of this study the narrative enquiry is directed at soliciting the views, perspectives and insights of the respondents, educators and students, at a rural school within a traditionally disadvantaged community setting As such it Parents: Non supportive, little parental care and constitutes an insight based research study. The school in Behaviour problems occurring in schools: Irregular school attendance, substance and alcohol abuse, vandalism, violence and criminality question is deemed to be rather unique in that it has risen above its contextual situation to establish a culture of learning within the classrooms and school, and in serving as a role model for other schools that

MATERIALS AND METHODS

RESULTS AND DISCUSSION

CONCLUSION