Corporal Punishment in the First Cycle Primary Schools of the Central Zone of Tigray Region in Ethiopia

Abstract

Cognizant of the negative after-effects of corporal punishment (CP) in children, there have been focused global initiatives to do away with CP from schools. However, CP is rampantly used as a disciplinary procedure in schools across the globe. This study was conducted to obtain descriptive information regarding CP in the first cycle primary schools of the Central Zone of Tigray Region in Ethiopia and also to examine the teacher variables associated with the use of CP. Data were collected through an individually administered instrument pack with three sections including a CP scale from a sample of 199 first cycle government primary school teachers of the same Region, drawn using multi-stage cluster sampling procedure. Results indicated that the great majority of teachers were using a wide range of CP methods to manage various problems related to behaviours of students. The majority of teachers, though using CP, they did not endorse its use in schools. Teacher variables, such as their gender and training in special needs education did not influence their use of CP. Teachers‟ perceived knowledge about problem behaviour and its school-based management and their level of confidence in managing problem behaviour with and without applying CP influence the use of CP; though a definite trend does not emerge. The implications of the findings are discussed against teacher training and policy implementation in the context of Ethiopia.