Teachers’ instructional planning strategies And autonomization of pupils / learning Processes. The case of children with Emotional and behavioral disorder.

Abstract

This study investigated the relationship between teachers instructional planning strategies and the autonomisation of pupils with Emotional and Behavioural Disorders (EBD) in selected schools in Yaoundé, Cameroon. Grounded in the Self-Determination Theory (Ryan & Deci, 1985) and Constructivist Learning Theory (Vygotsky, 1978), the study sought to explore how differentiated and autonomy-supportive instructional practices influence learners’ motivation, engagement, and self-regulation within inclusive classroom environments. The specific objectives were to (a) examine the extent to which teachers incorporate choice-making opportunities in instructional planning for pupils with EBD; (b) assess the level of self-regulation demonstrated by pupils with EBD; and (c) determine the influence of teachers’ positive behavioural-support strategies on the development of learner autonomy. The hypotheses tested posited that instructional planning strategies would significantly predict learner autonomisation outcomes. A mixed-methods approach was employed. Quantitative data were collected from 30 teachers through structured Likert-scale questionnaires, while qualitative insights were obtained from five pupils using semi- structured interviews. Quantitative data were analysed using SPSS Version 25, applying descriptive statistics, Pearson’s correlation, and simple linear regression. Qualitative data were analysed thematically using Braun and Clarke’s (2019) six-phase framework. Findings revealed a statistically significant positive relationship between teachers’ instructional planning strategies and pupils’ autonomisation (r = 0.67, p < 0.05). Teachers who applied differentiated instruction, provided choice-making opportunities, and employed positive behavioural supports were more likely to foster self-regulated and motivated learners. Qualitative findings reinforced this relationship, showing that pupils valued teacher support, flexible classroom routines, and opportunities for active participation in learning decisions. The study concludes that effective instructional planning rooted in inclusive pedagogy substantially enhances learner autonomy among pupils with EBD. It recommends continuous professional development for teachers on differentiated instruction, behavioural support, and autonomy-supportive teaching. Further studies should expand to other regions and include longitudinal designs to examine sustained impacts of instructional strategies on learner development.