Investigating the Classroom Management Challenges that Affect the Academic Performance at the Junior Primary Phase in Namibia

Abstract

This study investigated classroom management challenges that affect the academic performance of junior primary learners in the Rundu circuit of the Kavango East Region. The study used a qualitative case study design. A purposive sampling technique was used to select twelve (12) junior primary teachers, three (3) school principals and fifteen (15) learners from three schools in the Rundu circuit of Kavango East region. Data collection methods included observations, one-to-one interviews, and focus group interviews. The collected data were analysed using the thematic analysis method. The study identified key classroom management challenges that hinder effective teaching and learning. Notably, issues such as non-compliance with classroom rules and unexpected behavioural disruptions emerged as significant barriers. Additionally, the findings highlighted the impact of inadequate infrastructure and teachers’ limited capacity to manage unanticipated situations, both of which compromise instructional effectiveness. In response, the study recommended strategic collaboration between schools and relevant stakeholders to provide targeted support for learners whose behaviour may impede academic achievement. Furthermore, it advocated for the continuous monitoring of learners' attitudes, alongside regular evaluation of teachers’ classroom management approaches by school leadership, as essential measures for enhancing academic performance