Teachers’ Psychological Transformation from the use of Corporal Punishment to Alternative Disciplinary Measures in South African Schools.
| dc.contributor.author | Kau, Irish | |
| dc.contributor.supervisor | Mayise, Simangele | |
| dc.date.accessioned | 2024-11-18T08:38:14Z | |
| dc.date.available | 2024-11-18T08:38:14Z | |
| dc.date.issued | 2024 | |
| dc.description | A research report submitted in partial fulfillment of the requirements for the degree of Masters in Education (Educational Psychology) to the Humanities, University of the Witwatersrand, Johannesburg, 2024 | |
| dc.description.abstract | South Africa has a history of violence, originating from the previous apartheid regime. This includes violence in private and public settings such as in the home, school and neighbourhood. One of the positive socio-political changes introduced by the new democratic government was the abolition of corporal punishment in schools. However, the delay in empowering teachers with alternative means to corporal punishment had an impact on discipline in schools that is still prevalent to this day. Teachers believe that their power to discipline learners has been curtailed, and they therefore find it difficult to maintain a culture of teaching and learning in schools. The purpose of this qualitative study was to investigate teachers’ psychological transformation from the use of corporal punishment to positive disciplinary measures. The main aim of the current study was to explore teachers’ understanding of alternatives to corporal punishment (ATCP) in South African primary schools. The study adopted a qualitative approach, with data being collected through a biographical questionnaire, individual and focused group in-depth semi-structured face-to-face interviews, and document analysis. Data was analysed through thematic analysis. The ethical principles adhered to were informed consent, anonymity, confidentiality and non-maleficence. Cultural-historical activity theory was employed as a theoretical lens to further explore the teachers’ mental shifts from the use of corporal punishment to ATCP. Findings suggest that teachers perceive positive discipline as viable with the collective effort of parents, teachers, learners and the larger community. Despite the historicity and internalisation of corporal punishment by teachers, fear of incarceration, fear of dismissal from work, and the abhorrence of violence, necessitated a mental shift. Contradictions between private and public use of disciplinary measures were illuminated as a threat to the effective implementation of ATCP in schools. | |
| dc.description.submitter | GM2024 | |
| dc.faculty | Faculty of Humanities | |
| dc.identifier.citation | Kau, Irish. (2024). Teachers’ Psychological Transformation from the use of Corporal Punishment to Alternative Disciplinary Measures in South African Schools. [Master’s dissertation, University of the Witwatersrand, Johannesburg]. | |
| dc.identifier.uri | https://hdl.handle.net/10539/42634 | |
| dc.language.iso | en | |
| dc.publisher | University of the Witwatersrand, Johannesburg | |
| dc.rights | © 2024 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg. | |
| dc.rights.holder | University of the Witwatersrand, Johannesburg | |
| dc.school | School of Human and Community Development | |
| dc.subject | Alternatives to corporal punishment, Code of Conduct, Corporal punishment, Cultural Historical Activity Theory, Discipline, Psychological transformation | |
| dc.subject.other | SDG-4: Quality education | |
| dc.title | Teachers’ Psychological Transformation from the use of Corporal Punishment to Alternative Disciplinary Measures in South African Schools. | |
| dc.type | Dissertation |