Perceived Effectiveness Of Punishment Administered On Students By Secondary School Teachers
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Perceived Effectiveness Of Punishment Administered On Students By Secondary School Teachers
Abstract
This study assessed secondary school teachers’ perceptions of the effectiveness of physical punishment as a disciplinary measure in selected secondary schools in Ile-Ife, Osun State.
The aim was to explore the impact of physical punishment on either encouraging or discouraging delinquent and violent behaviors among secondary school students.
Quantitative data were gathered from 230 teachers across 12 purposively selected secondary schools using a simple random sampling technique. These data were analyzed with descriptive and inferential statistics. Qualitative data, collected through in-depth interviews and focus group discussions, were analyzed using TextBase Beta.
The study found no significant relationship between teachers’ demographic attributes (age, level of education, sex) and their perceptions of physical punishment (F-value = .145, p > 0.05; X²-value = .243, p > 0.05; t-value = .135, p > 0.05).
Additionally, teachers’ length of service did not significantly influence their perceptions (X²-value = .713, p > 0.05). A significant relationship was observed between teachers’ perceptions and the frequent use of physical punishment (r-value = .000, p ≤ 0.05).
Qualitative analysis indicated that religious beliefs influenced teachers’ perceptions, referencing biblical passages such as Proverbs 13:24, Proverbs 22:15, and Proverbs 23:13, 15 (KJV). Overall, physical punishment was perceived as an effective disciplinary measure for correcting and maintaining discipline among students, as well as for shaping their cognitive and psychosocial development.
Introduction
In Nigeria, delinquency and violence among secondary school students have become significant challenges, confronting both the educational system and society at large.
These issues manifest in various forms such as vandalism of school and public properties, cheating in exams, substance abuse, sexual misconduct, theft, truancy, disrespect, fighting, bullying, and defiance against authority. Addressing these behaviors effectively requires robust disciplinary strategies to maintain order and encourage positive development in schools.
However, a critical consideration for parents and educators is determining how disciplinary methods can contribute to students’ positive socialization and character development.
Counselling Implications
The ultimate goal of disciplining children should be to foster positive character development and social conscience. Current disciplinary measures in schools have not fully achieved these objectives, as evidenced by frequent reports of student violence and delinquency in the media.
These issues often stem from inadequacies in the appropriateness or application of existing disciplinary techniques. This study aims to evaluate secondary school teachers’ perceptions of the effectiveness of physical punishment as a disciplinary strategy in selected secondary schools in Ile-Ife, Osun State.
The findings could provide insights into the effectiveness of physical punishment and its potential role in shaping student behavior and character development.
Statement of the Problem
There is significant debate regarding the effects of physical punishment on students. Some perspectives argue that physical punishment is harmful and counterproductive, while others view it as a necessary corrective measure.
Despite the implementation of various forms of physical punishment in secondary schools, these disciplinary approaches often fail to achieve their intended outcomes.
Furthermore, efforts by families, the government, and educational stakeholders to address negative and anti-social behaviors among secondary school students have not consistently yielded positive results.
This study seeks to explore these discrepancies by evaluating teachers’ perceptions of the effectiveness of physical punishment as a disciplinary measure.
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