Abstract
Since the beginning of this century, a global tendency to abolish corporal punishment has been introduced to challenge old dependence on corporal punishment as a tool for reforming children’s misbehavior. This tendency was highly supported by the contemporary call for protecting human rights including the right in security and human treatment and child rights in physical protection. Corporal punishment continues to be practiced at unacceptable rates in Kenyan schools; at the same time violence rates are rising. Management of children’s behavioral problems presents a significant challenge for many teachers in schools. The purpose of this research is to analyze why corporal punishment is being practiced in schools in spite of its legal ban. The paper highlights the attitudes of teachers, parents, pupils and the use of corporal punishment as a tool for discipline. A survey research design was used to collect data on attitudes of 32 parents, 32 teachers, 160 students and 8 Principals in secondary schools in western region of Kenya. A sample size of 232 respondents was included and participated in the study. The main finding of this study is that while most teachers understand and support the policy of banning corporal punishment in schools, there remain certain concerns on the effect of such a ban on children rights and equally alternative warm contributions of punishment as a means of maintaining school discipline. These concerns and conflicting viewpoints are over issues related to the difficulty in disciplining students and respecting the students’ human rights.
Highlights
Corporal punishment refers to intentional application of physical pain as a method of behavior change
Their attitudes were determined by gauging their feelings beliefs and intended behaviour regarding the use of corporal punishment in school
The study results indicate that corporal punishment is used in schools when all other means have failed because it is the most effective means for correcting student misbehavior, as it brings order, control, and disciplinein the classroom
Summary
Corporal punishment refers to intentional application of physical pain as a method of behavior change. Bruises and cuts were regular by-products of school punishments, and more severe injuries (broken bones, knocked-out teeth) were frequent Such severe corporal punishment acts violates both Kenyan law and international human rights standards.many schools and teachers made students engage in physical labour as a punishment, distinct from ordinary classroom chores which all students might be called on to perform: digging trenches, “slashing” grass, or uprooting tree stumps are all commonly cited punishments. Corporal punishment in the context of schools in the late 20th and early 21st centuries has variously been defined as: causing deliberate pain to a child in response to the child’s undesired behaviour and/or language, purposeful infliction of bodily pain or discomfort by an official in the educational system upon a student as a penalty for unacceptable behavior; and “intentional” application of physical pain as a means of changing behavior [6]. This paper highlights on the attitudes of teachers, parents and pupils on the use of corporal punishment as a tool for discipline in schools in Kenya
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