‘I Dread to Enter Some Classrooms’: Perspectives Regarding Alternatives to Corporal Punishment in Secondary Schools

Adigun, Olufemi Timothy; Chonco, David Sibonakaliso; Kutame, Azwidohwi Philip; Kapueja, Ingrid

doi:10.1007/s10780-022-09460-w

Cited by 3 publications

(1 citation statement)

References 34 publications

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“…Most teachers believe that learners are afforded more rights to shy away from taking responsibility and as a result, more teachers are not only frustrated by the lack of discipline from their learners, but also, by their inability to discipline those learners. 31 Moreover, not much training has been given to the teachers to equip them to discipline their learners in class as an alternative to corporal punishment. Alternatives such as forming healthy teacher-learner relationships, involving parents more often and consistently implementing the school's policy and code of conduct.…”

Section: B Teachers' Safetymentioning

confidence: 99%

Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools

Mpindo,

Mphojane

2024

EHASS

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This paper examined the extent and nature of safety for teachers in their different school settings and further underscored the importance of safety for teachers in the school context. The current school environment is violent owing to the increasing lack of teachers’ ability to maintain order in schools due to the uncertain alternatives to corporal punishment. This creates a hostile learning environment that weakens the teachers’ position of power and prohibits them from using their authority and fulfilling their duty to provide learners with compassionate monitoring. A qualitative interpretivist research paradigm was used in this study employing Critical Emancipatory Research (CER) as a research framework. A CER framework aims to strengthen the liberating, enlightening, emancipating, and empowering democratic values of equality and justice among the researcher and the participants in the research setting. A team of four teachers, a principal, and the School Governing Body (SGB) member from each school were purposively sampled to apply the principles of PAR in Lejweleputswa District in the Free State Province in South Africa. A focused group was employed to answer the following questions: What are the perceptions of secondary school teachers regarding their safety in the school setting? To what extent does learners’ violent behaviour threaten teachers’ safety at schools? And, how can teachers be assisted to change their minds regarding Human Rights Education as a tool for peaceful education? Data was analysed thematically. The findings of this research showed that teachers do not feel safe at their workplace, they fear both learners and parents who most of the time come to humiliate them physically and emotionally in front of their learners. The study contributes to a debate on the safety of teachers in schools for professional development. Keywords: Human Rights Education, Teacher-Learner Relationships, Teachers’ Safety, Parental Involvement.

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Section: B Teachers' Safetymentioning

confidence: 99%

Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools

Mpindo,

Mphojane

2024

EHASS

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“Let there be Peace”: An Exploratory Study of Peace Education as a Strategy to Combating School-Based Violence in South African Secondary Schools

Ndwandwe,

Adigun

2023

Journal of School Violence

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Beating the devil out of them: effects of corporal punishment on school children in Khyber Pakhtunkhwa, Pakistan

Saeed,

Ahmad,

Israr

2023

Lib. Arts Soc. Sci. Int. J.

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This study investigates the impact of corporal punishment on school students in Pakistan. The data was collected through a survey from N=250 students (96 females and 154 males) from government schools (n=109) and madrassas (n=141) in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The study found that corporal punishment is rampant (83%) in schools and madrassas. The study reveals male students receiving more punishment and exhibiting higher levels of emotional adjustment, delinquency, and aggression with mean differences with t-value of 248= 4.92, p < .001; 0.87, p < .05; 3.67, p < .000 and 7.89, p < .001 than female students. Schools use more corporal punishment than madrassas, causing higher emotional adjustment for students, indicated by significant mean differences with a t-value of 248= 1.20, p < .003, and 3.18, p < .001. Madrassa students exhibited higher juvenile delinquency and aggression with mean differences with a t-value of 248=1.67, p < .095, and 9.90, p < .000 than school students. The predictor variables showed a positive correlation with the outcome variable (? = .034, t = .530, p < .01) and emotional adjustment (? = .388, t = 6.63, p < .001) for students.

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‘I Dread to Enter Some Classrooms’: Perspectives Regarding Alternatives to Corporal Punishment in Secondary Schools

Cited by 3 publications

References 34 publications

Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools

Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools

“Let there be Peace”: An Exploratory Study of Peace Education as a Strategy to Combating School-Based Violence in South African Secondary Schools

Beating the devil out of them: effects of corporal punishment on school children in Khyber Pakhtunkhwa, Pakistan

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