Abstract
The main purpose of this study is to examine the causes and effects that SA has on pupils’ levels and progress from a teachers’ perspective. The study was designed as both a qualitative and quantitative research method that used both questionnaires and interviews as data collection tools. Participants were primary school teachers who voluntarily participated in the research. They were asked to complete a questionnaire and answer interview questions. The results of the data analysis of the study indicated that pupils’ performance is in fact affected by SA.