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Managing the Classroom with Heart: Role of Teacher Praise in Building Attachment among Progressed Learners in Underprivileged Secondary Schools

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Title: Managing the Classroom with Heart: Role of Teacher Praise in Building Attachment among Progressed Learners in Underprivileged Secondary Schools
Language: English
Authors: Motsekiso Calvin Letuma (ORCID 0000-0002-4571-2445)
Source: Educational Process: International Journal. Article e2025101 2025 15.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Teacher Student Relationship, Positive Reinforcement, Classroom Techniques, Sensory Experience, Psychological Patterns, Inclusion, Secondary School Teachers, Secondary School Students, Student Experience, Student Behavior, Academic Achievement, Student School Relationship, Foreign Countries
Geographic Terms: South Africa
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose. The scientific basis for positive reinforcement is clear: when a behaviour is accompanied by a desirable outcome, such as attention, a tangible reward, or a sensory experience, the probability of that behaviour being repeated in the future is heightened. Praise is a motivating strategy to cultivate a robust relationship between teachers and learners while promoting inclusive classroom management. Nonetheless, there is a paucity of research about the precise application of praise in South African secondary schools. This article examined learners' experiences about teachers' use of praise. Materials/methods. The study employed an interpretive paradigm with a qualitative approach and a phenomenological, multiple-case study design. Data was collected through focus group discussions from two secondary schools in quintiles 2 and 3, with 12 progressed learners selected using purposive sampling. Results. The study revealed three primary themes: how learners respond to praise, the conditions prompting teachers to praise learners, and the emotions and behaviours associated with the absence of praise. The study indicated that learners experience encouragement and reinforcement towards commitment after receiving praise. Nonetheless, it also indicated that teachers predominantly praised learners for their academic achievements, resulting in progressed learners feeling marginalised due to their poor performance. The study also revealed that the absence of any kind of acknowledgement in the form of praise leads to the development of anger, deviant conduct, and a mixed-feeling attitude about attending school. Conclusion. This research offers a novel viewpoint contesting other findings that progressed learners are disruptive and unmotivated due to their expectation of automatic progression to the next grade without exerting effort. The study introduces a novel idea that teachers' use of praise may lead to exclusions, causing progressed learners to feel somewhat excluded from the school community.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475904
Database: ERIC
FullText Text:
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  Data: Managing the Classroom with Heart: Role of Teacher Praise in Building Attachment among Progressed Learners in Underprivileged Secondary Schools
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  Data: <searchLink fieldCode="AR" term="%22Motsekiso+Calvin+Letuma%22">Motsekiso Calvin Letuma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4571-2445">0000-0002-4571-2445</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025101 2025 15.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Sensory+Experience%22">Sensory Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+School+Relationship%22">Student School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
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  Data: Background/purpose. The scientific basis for positive reinforcement is clear: when a behaviour is accompanied by a desirable outcome, such as attention, a tangible reward, or a sensory experience, the probability of that behaviour being repeated in the future is heightened. Praise is a motivating strategy to cultivate a robust relationship between teachers and learners while promoting inclusive classroom management. Nonetheless, there is a paucity of research about the precise application of praise in South African secondary schools. This article examined learners' experiences about teachers' use of praise. Materials/methods. The study employed an interpretive paradigm with a qualitative approach and a phenomenological, multiple-case study design. Data was collected through focus group discussions from two secondary schools in quintiles 2 and 3, with 12 progressed learners selected using purposive sampling. Results. The study revealed three primary themes: how learners respond to praise, the conditions prompting teachers to praise learners, and the emotions and behaviours associated with the absence of praise. The study indicated that learners experience encouragement and reinforcement towards commitment after receiving praise. Nonetheless, it also indicated that teachers predominantly praised learners for their academic achievements, resulting in progressed learners feeling marginalised due to their poor performance. The study also revealed that the absence of any kind of acknowledgement in the form of praise leads to the development of anger, deviant conduct, and a mixed-feeling attitude about attending school. Conclusion. This research offers a novel viewpoint contesting other findings that progressed learners are disruptive and unmotivated due to their expectation of automatic progression to the next grade without exerting effort. The study introduces a novel idea that teachers' use of praise may lead to exclusions, causing progressed learners to feel somewhat excluded from the school community.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 16
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Positive Reinforcement
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Sensory Experience
        Type: general
      – SubjectFull: Psychological Patterns
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      – SubjectFull: Inclusion
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      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Experience
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      – SubjectFull: Student Behavior
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student School Relationship
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      – SubjectFull: Foreign Countries
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      – SubjectFull: South Africa
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      – TitleFull: Managing the Classroom with Heart: Role of Teacher Praise in Building Attachment among Progressed Learners in Underprivileged Secondary Schools
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