Primary school teachers’ perceptions on the abolishment of corporal punishment : a case study in Zimbabwe

Abstract

This study explored the primary school teachers’ perceptions on the abolishment of corporal punishment in Mashonaland West Province, Zimbabwe. The System Justification Theory informed the study as the theoretical framework. A single case study design guided by the qualitative research approach was used on the four selected primary schools with a sum of 24 purposively sampled teachers. Data were generated through individual semi-structured interviews, Focus-group interviews supported by field notes taking cognisance of ethical standards. Tesch’s 1990 thematic interactive model was used to present and analyse data. The major finding of the study revealed that most teachers were against the abolishment of corporal punishment in contrast with the current trends informed by the human rights and psychological perspectives that support the ban. The findings established that teachers continue to rely on corporal punishment influenced by parental requests, declining pass rates, high levels of absenteeism, an increase in misconduct and lack of respect for teachers. The findings guided in the recommendation on using child-friendly disciplinary methods such as role modelling, code of conduct, guidance and counselling. Policy issues and areas of further research were recommended in this study.

Lolu cwaningo lucubungule imibono yabafundisi bezikolo zamabanga aphansi mayelana nokususwa kwesijeziso somzimba eMashonaland West, eZimbabwe. I-System Justification Theory iqondise lolu cwaningo futhi yasebenza njengesisekelo salolu cwaningo. Kusetshenziswe uhlaka olulodwa lwesibonelo socwaningo oluqondiswa indlela yocwaningo lwekhwalithi ezikoleni ezine zamabanga aphansi ezikhethiwe ezinothisha abangama-24 okuhloswe ukuba kwenziwe amasampula. Idatha yaqoqwa ngezingxoxiswano zabantu ngabanye, kanye nezingxoxo ze-Focus-group ezazisekelwa ngamanothi enkundla njalo kunakwa izindinganiso zokuziphatha. Imodeli ka-Tesch (1990) okuthiwa yi-thematic interactive model yasetshenziswa ukwethula nokuhlaziya idatha. Okutholwe okukhulu ocwaningweni kuveze ukuthi iningi lothisha belimelene nokuqedwa kwesijeziso sokushaywa uma kuqhathaniswa nezimo zamanje ezihambisana namalungelo abantu kanye nemibono engokwengqondo esekela ukuvinjelwa. Imiphumela yaveza ukuthi othisha basaqhubeka nokuthembela ekujezisweni okuthonywa yizicelo zabazali okuholela ekwehleni kwamazinga okuphasa kanjalo nezinga eliphezulu lokulova kuphinde kubenokwanda kokungaziphathi kahle kanye nokuntula inhlonipho kothisha. Ucwaningo luncoma ukuthi kusetshenziswe izindlela zokuqondisa izigwegwe ezilungele izingane njengokulingisa indima ethile kanye nemithetho yokuziphatha kanjalo neziqondiso nokwelulekwa. Ucwaningo kalwengeziwe kunqubomgomo nokuziphatha.

Tsvakiridzo iyi yaitarisa pfungwa dzevarairidzi vevana vepuraimari maererano nekurambidzwa kwekurova vana muzvikoro zvemuMashonaland West, Zimbabwe. Pfungwa yekunatsurudza kwemaitiro (System Justification Theory) ndidzo dzaishanda kutungamira tsvakiridzo iyi. Pakashanda kurongwa kweongororo dzenyaya idzi kumwe chete, uko kwaitungamirwa nenzira yetsvakiridzo yemamiriro enyaya (qualitative research). Ndikozve kwakashandiswa pazvikoro zvina mutsvakiridzo iyi pachitariswawo varairidzi vanokwana makumi maviri nevana vakasharwa nemazvo. Ruzivo rwakaburitswa kuburikidza nebvunzurudzo dzedungamunhu dzakarongwa zvishoma, uye nedzemapoka akasharwa zvichitsigirwa nezvinyorwa zvepanzvimbo, zvichicherechedzawo zvisungo zvetsika dzakanaka. Nzira yaTesch yemuna1990 yeongororo yakashandiswa kuratidza uye kuongorora ruzivo urwu. Chiwanikwa chikuru muongororo iyi kupokana kwevarairidzi vazhinji nekubviswa kwechirango chekurova vana, zvakasiyana nezviri kuitika zvino zvinocherechedzakodzero dzevanhu uye maonero ekushanda kwepfungwa, izvo zvinotsigira kurambidzwa uku. Zvakawanikwa zvakaratidza kuti vadzidzisi vanoramba vachishandisa kurova vana zvichipesvedzerwa nezvido dzevabereki, kuderera kwenhambo dzekupasa, kurovha kwakanyanya, kuwedzera kwekusazvibata uye kushaikwa kwekuremekedza vadzidzisi. Zviwanikwa zvakatungamira hurudziro yekushandisa nzira dzekuranga dzakapfava kuvana dzakadai sekuita zvavangayemura, bumbiro rekuita tsika uye nekupanga mazano kwavari. Nyaya dzemitemo nedzimwe nhano dzeongororo zvakakurudzirwa mutsvakiridzo iyi.