Prohibition of Corporal Punishment Against Children in Schools: Teachers' Perceptions and Educational Implications in Tehsil Mandi Bahauddin, Pakistan
DOI:
https://doi.org/10.55737/trt/v-iv.306Keywords:
Corporal Punishment, Positive Discipline, Teachers' Perceptions, Children's Rights, School DisciplineAbstract
Despite the international condemnation of corporal punishment and the ban on the practice in schools in most countries, this type of punishment is still considered controversial and is still practiced in many schools in the country. In this study, teachers' perceptions of corporal punishment and its perceived educational implications in public schools of Tehsil Mandi Bahauddin, Pakistan, were studied. This study utilized a quantitative descriptive-correlational research design, and a structured questionnaire was used to collect data from 120 respondents, elementary and secondary school teachers, who were sampled using a convenience sampling technique. The data were analyzed with SPSS for the purpose of obtaining descriptive statistics. The results show that teachers' knowledge of the ban on corporal punishment was high, but attitudes on its effectiveness were not unanimous. Many of the respondents disagreed with the idea that corporal punishment is necessary for school discipline and/or student academic success. The study also shows the increased awareness of teachers regarding the negative psychological, educational, and social effects of physical punishment. Results of this study are consistent with modern education policies that promote positive discipline, counselling, and child-centered teaching plans. The study suggests that teachers should undergo continuous professional development, child protection policies should be effectively implemented, and there should be improved collaboration between schools, parents, and policymakers so as to create safe, inclusive, and violence-free learning environments.
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