Abstract:
This study explored context and qualities of learner behavioural management with high school students in a historically
disadvantaged South African urban school setting. Participants were a convenience sample of seven teachers (females =
3, and males = 4) mean teaching experience = 14 years; SD = 9.0738 years). They responded to an open-ended interview
on influences on learner behavioural management and preferred management styles. The data was thematically analysed.
Findings reported poor implementation of school code of conduct and lack of parental involvement to lower the learner
management. Teachers reported the use of an autocratic management style which could potentially undermine long-term
learner development and growth.
