AN INVESTIGATIVE QUALITATIVE STUDY ON THE IMPACT OF STUDENT BEHAVIOUR ON EDUCATIONAL OUTCOMES: PERSPECTIVES OF AFRICAN LECTURERS IN NATURE CONSERVATION AT MANGOSUTHU UNIVERSITY OF TECHNOLOGY.

Background Student behaviour plays a pivotal role in shaping educational outcomes in higher education. However, there is limited empirical research exploring how racial and cultural dynamics influence lecturer-student interactions, especially concerning African lecturers. This study investigates how the behaviour of final-year students impacts the teaching efficacy of African lecturers in the Bachelor of Applied Science in Nature Conservation program at Mangosuthu University of Technology (MUT).  Methods A qualitative research design was adopted, incorporating in-depth interviews with 15 African lecturers, surveys administered to 120 final-year students, and 30 classroom observations. The lecturers (60% male, 40% female) had teaching experience ranging from 5 to 20 years. Thematic analysis was used to interpret qualitative data, while quantitative responses were summarized using descriptive statistics.  Results The study revealed three central challenges faced by African lecturers: a perceived lack of respect from students, cultural disconnect, and institutional neglect. Interview responses indicated that African lecturers were often subjected to defiance and undermining behaviour. Classroom observations confirmed higher rates of disruption in their classes. Quantitative data showed that 65% of African lecturers frequently experienced disrespect, compared to 30% of non-African lecturers. Student engagement was significantly lower in classes taught by African lecturers (40%) than their non-African counterparts (70%), and student performance averaged 50% compared to 80%, respectively.  Conclusion African lecturers encounter systemic barriers, including implicit bias and inadequate institutional support, which negatively affect their teaching efficacy. These factors contribute to decreased student engagement and academic performance.  Recommendations Higher education institutions should enforce clear behavioural guidelines, offer diversity and cultural sensitivity training, and establish institutional frameworks that support African lecturers. These measures are essential to promote equitable learning environments and improve both teaching and student performance outcomes.