The relationship between deviant behavior and academic underachievement amongst higher primary learners at Kamazombizwe primary schools in Shiselweni region

Abstract

This study was grounded in the interpretivist paradigm. It examined the connection between deviant behavior and academic underachievement among higher primary students at Kamazombizwe Primary School in Eswatini's Shiselweni region. Using a qualitative case study approach, data were gathered through semi-structured interviews, focus groups, and observations involving 14 teachers, 2 school administrators, and 50 learners, with a full response rate. Thematic analysis was used to interpret the qualitative data. Results identified major factors contributing to deviant behavior, such as poor classroom management, limited academic support, and minimal parental involvement. Furthermore, peer pressure and exposure to negative media influences intensified behavioral problems, creating a cycle of disengagement and underperformance. Key challenges included inconsistent discipline, resource shortages, and insufficient teacher training in behavior management. Recommendations involve adopting effective classroom management techniques, strengthening partnerships between families and schools, and increasing parental involvement to foster a supportive learning environment. This research improves understanding of the relationship between deviant behavior and academic performance among primary students and provides practical advice for educators and policymakers. It highlights the importance of comprehensive strategies that consider the socio-cultural and educational context of Eswatini. Future research could explore the effectiveness of specific behavioral interventions and the potential role of technology in encouraging positive student behavior and academic achievement.