Teachers’ perceptions on classroom overcrowding, disciplinary challenges and the inclination to the use of corporal punishment: A cultural historical activity perspective

Abstract

This qualitative research aimed to explore teachers’ perceptions of the relationship between classroom overcrowding, disciplinary challenges, and the inclination to the use of corporal punishment in a primary school in the Mpumalanga Province. This study was guided by a cultural-historical activity theory (CHAT) theoretical framework and adopted a qualitative constructivism case study research design as it aimed to explore teachers’ perceptions of the relationship between classroom overcrowding, disciplinary challenges, and the inclination to the use of corporal punishment. The data of this study was collected using biographical questionnaires and focus groups, and the data was analysed using thematic analysis. Data was collected from one primary school in Moloto and a total of 13 teachers comprising of Foundation and Intersen (Intermediate and Senior) phases teachers were included. The research highlights the significant challenges teachers face in managing discipline in overcrowded classrooms. The findings revealed that it is challenging for teachers to maintain discipline in overcrowded classrooms, which leads to spending more time disciplining learners than teaching. Some teachers revealed that due to overcrowded, they cannot reach every learner in the classroom, which leaves learners with learning barriers unidentified and unattended. The findings emphasize the urgent need for systemic interventions to address classroom overcrowding, improve learner support, and promote alternative, practical disciplinary measures.