Undesirable Consequences of Practicing Corporal Punishment to Discipline Misbehaving Students in Schools

Zecarias Zemichael

Authors

Zecarias Zemichael

Keywords:

corporal punishment, physical harm, psychosocial complications, relationship problems and academic problems

Abstract

Despite corporal punishment is officially banned, it is common practice in the Eritrean school system. However, there is an acute absence of empirical information about the impact of harsh disciplining techniques used by teachers and school leaders in Eritrea. The paper mainly focuses on the consequences of the existing school based disciplining techniques on students' educational, behavioral, psychological, emotional and relationships mosaics in the secondary schools. Qualitative and quantitative data were collected from 526 participants of different groups of school community and stakeholders in Asmara. Specifically 67 school teachers and 403 secondary school students involved through selfadministered questionnaire and 43 key informants took part in FGDs. The study also used school based field observations to gather relevant data. Corporal punishment is most commonly used students' disciplining technique in the schools. The finding revealed that punishment decreases students' motivation and interests in learning by associating subject areas with the punishing teachers.

Downloads

How to Cite

Undesirable Consequences of Practicing Corporal Punishment to Discipline Misbehaving Students in Schools. (2021). Global Journal of Human-Social Science, 21(G10), 57-62. https://socialscienceresearch.org/index.php/GJHSS/article/view/3740

Download Citation

References

A Asare, F Ousu-Mensah, L Prince, A Gyamera (2015) Managing the Classroom Environment, Time, and Discipline. 3, 27-52.

F Elgar (2018) Corporal punishment bans and physical fighting in adolescents: An ecological study of 88 countries. 8, 21616.

Donald Greydanus, Helen Pratt, C Richard Spates, Anne Blake-Dreher, Marissa Greydanus-Gearhart, Dilip Patel (2003) Corporal punishment in schools. 32(5), 385-393.

E Gudyanga, F Mbengo, N Wadesango (2014) Corporal Punishment in Schools: Issues and Challenges. 5(9), 493-500.

Y Kambuga, P Manyengo, Y Mbalamula (2018) Corporal Punishment as a Strategic Reprimand used by Teachers to curb Students' Misbehaviours in Secondary Schools: Tanzanian Case. 6(4), 183-194.

H Kirera (2015) Challenges faced by prefects in managing students' discipline in secondary schools in Buuri subcounty, Kenya. 3(7), 552-565.

Ramon Lewis, Shlomo Romi, Yaacov Katz, Xing Qui (2008) Students' reaction to classroom discipline in Australia, Israel, and China. 24(3), 715-724.

Ramon Lewis (2001) Classroom discipline and student responsibility:. 17(3), 307-319.

J Lopes, C Oliveira (2017) Teaching Students with Moderate to Severe Intellectual Disabilities in General Education Classrooms: Foundational Beliefs. 2, 1-16.

S Makhasane, V Chikoko (2016) Corporal punishment contestations, paradoxes and implications for school leadership: A case study of two South African high schools. 36(4), 1-8.

A Marciniak (2015) Scientific Literacy and Diverse Learners: Supporting the Acquisition of Disciplinary Ways of Knowing in Inclusion Classrooms. 5, 327-352.

A Obiero, J Kalai, U Okoth (2018) Effect of Home Related Factors on Students Discipline in Public Secondary Schools in Nairobi County, Kenya. 5(10), 36-48.

M Rahimi, F Karkami (2015) The role of teachers' classroom discipline in their teaching effectiveness and students' language learning motivation and achievement: A path method. 3(1), 57-82.

Hem Rimal, Archana Pokharel (2013) Corporal punishment and its effects in children. 2(3), 156-161.

(2008) Prohibiting Corporal Punishment of Children in West and Central Africa: Following up the UN Secretary General's Study on Violence against Children.

Anne Smith (2006) Changing the Law on Physical Punishment in New Zealand. 27, 114-127.

(2006) A Complex formula: girls and women in science, technology, engineering and mathematics in Asia. 920.