This study undertakes to explore challenges faced by rural primary schools in the implementation of the alternatives to corporal punishment. How do rural primary schools manage the implementation of alternatives to corporal punishment.
After the alternatives to corporal punishment
Before the introduction of alternatives to corporal punishment in 1998, it was common knowledge that disciplining students was in the hands of the principal. In the past, especially in African societies, the practice of corporal punishment was seen as an effective way of disciplining children.
Problem statement
Despite the new policy being in place, to date most of the unwanted student behaviors are observed on a daily basis by educators and communities in rural primary schools.
Focus of the study
Therefore, my study will examine the reasons why this discontinued practice is still in use in the above mentioned areas. Additionally, my study will document the various challenges experienced by principals, teachers, and parents regarding disciplining students.
The purpose of the study
An alternative to corporal punishment policy was adopted after 2000 and all schools were expected to adhere to the new policy. Surprisingly, ten years after this policy was introduced, some schools in KwaNgcolosi and eMolweni areas still use corporal punishment as a way of disciplining their students.
Key critical research questions
Rationale
I firmly believe that the new policy has empowered parents to be involved in correcting student behaviour. Currently, I have heard in meetings of principals with department officials that the Ministry of Education is dealing with many cases of corporal punishment where students have lost fingers because teachers hit students with a ruler, scars on students' faces because teachers sometimes throw dust on them, and worse physical abuse, where students' buttocks showed deep wounds, where teachers used the shambok or whip to discipline students.
Theoretical and conceptual frameworks
There was little consultation before the policy was incorporated; it was imposed on educators and parents. In order to explore how rural primary schools cope with implementing a policy of alternatives to corporal punishment, I will use the theory of elites explained by Dye (2005, pp. 22-24).
The usefulness of the findings of this study
- National, provincial, regional and district policy makers
- Regional, District and Circuit managers
- Governing Bodies and parents
- Researchers
When the alternative to corporal punishment policy was formulated, policy makers did not make the necessary efforts to consult with the masses who were actually expected to implement the policy. Participation, involvement and open, full communication are the important factors for successfully implementing new policies.
Organization of chapters
In Chapter 4, an in-depth analysis of how principals, SDF, teachers, and parents responded to the new "Alternatives to Corporal Punishment" policy of 2001. To create a democratic nation conscious of human rights, corporal punishment was outlawed in South African schools.
The different perspectives on punishment
All of the above perspectives are currently unacceptable within the South African teaching and learning situation. I therefore included a section on how discipline should be handled in the current context in South Africa.
Issues of discipline in South Africa
At the same time, individuals should not believe that because corporal punishment is outlawed, they can behave and act irresponsibly. While educators are aware of the new Alternatives to Corporal Punishment policy, there has been no change in how teachers discipline their students.
Legislation banning corporal punishment
Corporal punishment is not the solution
Common problems about corporal punishment
In this way, the most vulnerable part of society is abused. Interestingly, some principals still use corporal punishment despite the serious consequences they could face.
Educational psychological side effects of corporal punishment
Correlation between corporal punishment and crime
Arguments against the banning of corporal punishment
Agnew (1983) and Cyran argue conclusively that the administration of corporal punishment correlates significantly positively with crime later in life. I don't think that should be the case because alternatives to corporal punishment have been issued and must be implemented by all educators.
Global issues regarding discipline
- The global picture regarding discipline
- British perspective on discipline in schools
- American perspective
- Australian perspective on discipline in schools
Similar ideas have been expressed in guidelines produced by local authorities in Great Britain, such as Nottingham County Council's Children's Behavior in schools (1994). The awarding of prizes and privileges is characteristic of many disciplinary policies and has a long tradition in schools. In England and Wales, public concern about discipline in schools was so great that the government felt the need for a full-scale inquiry into schools (Department for Education and Science, 1989).
Concerns about disruptive and antisocial behavior in schools have also been fueled by media coverage of incidents involving students carrying guns in US schools. In these situations, children grow up without any positive self-concept and therefore do poorly in schools.
Developing safe school programmes .1 The root of school violence
- Focus on prevention, not retribution
- Violence-prevention strategies
- Conflict management and resolution in curricula
- Interdisciplinary co-operation and collaboration
Discipline was argued to be carried out in a loving attitude under the maxim “Praise in public – Punish in private” (Fields, 2000). Long (1990) developed a conflict cycle model to teach students, parents, and educators how to prevent stressful situations from escalating. The complex social setting of a classroom is not conducive to the treatment of mental disorders; However, strategies to prevent substance abuse problems from disrupting the school and classroom learning environment must be incorporated into school-wide safety programs and classroom plans (Cangelosi, 2004).
It is important for educators to be able to recognize possible inappropriate behavior in advance so that they can prevent inappropriate behavior from occurring. Schrumpf, Crawford, and Usadel (1991) developed a program in which college students are trained to serve as panel members (so-called mediators) by learning to be impartial, respectful, and empathetic listeners who guide disputing parties through the stages of mediation sessions. .
Solutions to the problem of violence in schools
Facilitating the role of counselors and psychologists: The role of counselors and psychologists is very important in schools because students with major psychological problems are identified by trained persons and treated accordingly in a professional manner.
Conclusion
Introduction
Sampling
The qualitative approach
Qualitative research includes both a philosophy of inquiry and a number of approaches to gathering and analyzing information. According to Welman (2005), the term "case study" refers to the fact that a limited number of analyzes are studied intensively. In case studies we are directed towards understanding the uniqueness and particularity of a particular case in all its complexity.
Three aspects deserve special mention when it comes to conducting case studies: First, the case must be defined or delineated. Because the number of cases is limited, the real purpose of case studies is to intensively examine those cases that are available.
Data collection instrument
The choice of research instrument
Designing an interview schedule
This question made it clear whether educators were implementing the policy or not. Second, the idea of including a question about their experiences allowed teachers to talk about their actual experiences of implementing the policy and the difficulties they encountered in disciplining students.
Gaining access to respondents for interviews
The Interviews .1 School B
- Interview: principal School B
- Interview: HOD School B
- Interview: parent School B
- Interview: educator School B
- School A
- Interview: principal School A
- Interview-HOD School A
- Interview: educator School A
- Interview: parent School A
- Interview: principal School C
- Interview: HOD School C
- Interview: educator School C
- Interview: parent School C
The main focus of the interview with the HOD was the same as that of the director. The main focus of the interview with the principal was the same as the interview with the principal in school B. The main focus of the interview with the HOD was the same as in school B.
The main focus of the interview with the pedagogue was the same as for the pedagogue in school B. The main focus of the interview with a parent at school C was the same as for the parent at school B.
Ethical considerations .1 The University
Access to the field
At school C, everything went well and was fine, except for the tape recorder, which I didn't notice had stopped recording during the interview with the principal. When I noticed he stopped, I explained the problem and asked him to start again. He agreed and we started again and there was no problem the second time I did it.
The results of this survey will be discussed with all participants to report back and check their concerns.
Conclusion
Introduction
Research questions
Respondents
Parents: Parents are part of the school management system and for this reason they play an important role in the formulation of school policies. Therefore, they had a role in influencing policy, as parents sometimes dictate to educators how to treat their students.
Responses
To add to the above, alternatives to corporal punishment were a policy to be applied to their children. What problems or challenges do you encounter when implementing alternatives to corporal punishment? For the effective implementation of policies on alternatives to corporal punishment, it is essential that all stakeholders work together.
Since the introduction of the alternatives to corporal punishment, the discipline and respect in rural schools has been affected. She emphasized that discipline has been lacking in schools since the introduction of alternatives to corporal punishment.
Conclusion
They said that a large percentage of educators 'victimized' learners by using this practice for the benefit of the schools and it was very effective in correcting learners'.
Introduction
Purpose of the study
Key critical research questions
Summary of the study
Principals and heads of departments (HODs)
Educators
Parents
The complete ban on corporal punishment worried all parents because of poor discipline in schools. According to the parents who were interviewed, poor parental involvement was the main problem for the effective and efficient implementation of the policy of alternatives to corporal punishment in schools. Parents noted that in the past, when corporal punishment was used, it was different, as the children behaved in an acceptable manner.
They said some of these children were left behind and engaged in bad behavior, such as drug use. They argued that children involved in drugs were a major problem in schools and communities.
Recommendations and conclusions
Schools should collaborate with other schools in the area that are successful in implementing alternatives to corporal punishment policies. Regular meetings with SEMs can help identify problems early and provide solutions to problems related to the implementation process of alternatives to corporal punishment. Schools need to change the mindset of teachers to prove that students' self-esteem was neglected during the years when corporal punishment was allowed in schools.
It has been said before that students' rights were violated before 1998, when corporal punishment was still allowed and in use. Some educators view alternatives to corporal punishment policies as failing in rural schools because they do not want to abolish the use of corporal punishment.
Limitations of the study
Thirtieth Annual Phi Delta Kappa Gallup Survey of Public Attitudes toward Public Schools, Phi Delta Kappan.
