Corporal Punishhment
TO PUNISH OR DISCIPLINE? TEACHERS’ ATTITUDES TOWARDS THE
ABOLITION OF CORPORAL PUNISHMENT
Loretta Cicognani
A research report submitted to the School of Human and Community Development,
University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the Degree of Master of Education (Educational Psychology).
Johannesburg 2004
I
ABSTRACT
In the last decade, corporal punishment in South African schools was banned. This is in keeping with international trends of recognising of the rights of the child and the South
African Constitution. Despite the legal ban, newspapers and limited research reveal that corporal punishment practices are sill occurring in schools. Government has made efforts to curb the continuing use of corporal punishment. This research explores teachers’ attitudes towards the ban of corporal punishment as well as the alternate discipline strategies teachers are using to discipline their learners. The research methods adopted were quantitative questionnaires and qualitative written responses. Results of this study suggest that teachers still view corporal punishment as having a place in education. Teachers are concerned amongst others about their personal safety and feel the administering of corporal punishment will ensure their safety. Teachers’ do report that they have found alternatives that do work, however, they still feel that the training that is provided is not able to meet their needs in the classroom situation.
KEY WORDS
Corporal punishment; children, teachers; attitudes; alternatives; South Africa; Social
Learning theory; learners; effects
II
ACKNOWLEDGMENTS
I wish to acknowledge the following people for their invaluable contribution to this study:
My father, Amedeo Cicognani and sister, Dalida Cicognani for their support and encouragement. To Lesley Rosenthal for her patience and kindness.
Rashad Bagus my research supervisor for his valued insight in the compiling
ABOLITION OF CORPORAL PUNISHMENT
Loretta Cicognani
A research report submitted to the School of Human and Community Development,
University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the Degree of Master of Education (Educational Psychology).
Johannesburg 2004
I
ABSTRACT
In the last decade, corporal punishment in South African schools was banned. This is in keeping with international trends of recognising of the rights of the child and the South
African Constitution. Despite the legal ban, newspapers and limited research reveal that corporal punishment practices are sill occurring in schools. Government has made efforts to curb the continuing use of corporal punishment. This research explores teachers’ attitudes towards the ban of corporal punishment as well as the alternate discipline strategies teachers are using to discipline their learners. The research methods adopted were quantitative questionnaires and qualitative written responses. Results of this study suggest that teachers still view corporal punishment as having a place in education. Teachers are concerned amongst others about their personal safety and feel the administering of corporal punishment will ensure their safety. Teachers’ do report that they have found alternatives that do work, however, they still feel that the training that is provided is not able to meet their needs in the classroom situation.
KEY WORDS
Corporal punishment; children, teachers; attitudes; alternatives; South Africa; Social
Learning theory; learners; effects
II
ACKNOWLEDGMENTS
I wish to acknowledge the following people for their invaluable contribution to this study:
My father, Amedeo Cicognani and sister, Dalida Cicognani for their support and encouragement. To Lesley Rosenthal for her patience and kindness.
Rashad Bagus my research supervisor for his valued insight in the compiling
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