The influence of reinforcement on classroom management and learners’ performance at secondary schools in South Africa

The influence of reinforcement on classroom management and learner attainment in secondary schools is one of the key components of a conducive teaching–learning environment. Thus, a conducive learning environment is only possible if a teacher is skilled and able to apply different techniques to ensure the required classroom environment. Consequently, this research aimed to identify the influence of reinforcement on effective classroom management and learners’ attainment. The research employed a generic qualitative method, and a total of 12 purposely sampled teachers and school heads from six secondary schools were interviewed face-to-face. The study found that positive reinforcement does play a role in classroom management and learners’ performance, but that this does not apply in all situations, particularly for learners who come from socioeconomically underprivileged and broken families. However, most teachers did not use positive reinforcement; rather, they used negative reinforcement or punishment to obtain results, contradicting the South African Constitution and the Schools’ Act of 1996 that preserve the rights of a child and prohibit corporal punishment. The study therefore recommends that teachers be given mandatory training in necessary classroom management skills and their school’s code of conduct to maintain discipline in the classroom for the attainment of educational goals.