Progression Policy, Learner Behavior, and Teacher Interventions: An Attribution Theory Perspective

Abstract

Learner behaviour in the classroom is central to teachers’ ability to achieve instructional objectives and sustain a productive learning environment. However, classroom management practices are increasingly shaped by education policy reforms, including South Africa’s Progression Policy. Grounded in attribution theory, this study explored teachers’ perceptions of the Progression Policy's influence on learners’ behaviour and examined strategies to address related behavioural challenges. Guided by an interpretivist paradigm, the study employed a qualitative multiple-case study design. Data was generated through a focus group discussion with seven purposively selected teachers from two quintile three secondary schools in the Free State Province. The findings indicate that teachers commonly attribute the Progression Policy to learner disengagement, perceived indolence, confrontational attitudes, and low self-esteem, which collectively undermine the culture of teaching and learning. By applying attribution theory, the study provides interpretive insight into how teachers’ causal explanations of learner behaviour may inform classroom responses and intervention practices. The findings suggest potential policy-relevant considerations, including the need to account for the number of progressed learners when reflecting on teacher allocation and departmental support. These findings highlight the need for discussions about the Progression Policy that reflect the realities teachers face in their classrooms.

https://doi.org/10.26803/ijlter.25.3.41