Copral Punishment to Students
ST.AUGUSTINE UNIVERSITY OF TANZANIA
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATION
AN ASSESMENT OF TEACHERS’ ATTITUDES TOWARDS THE PROPOSED REVISION OF CORPORAL PUNISHMENT IN TANZANIAN SECONDARY SCHOOLS.
A CASE STUDY OF NYAMAGANA DISTRICT
A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFULMENT OF THE REQUIREMENT FOR THE AWARD OF THE BACHELOR OF ART WITH EDUCATION
AT ST. AUGUSTINE UNIVERSITY OY TANZANIA.
BY
INNOCENT SULLEY
BAED, 25598
APRIL 2012.
CHAPTER ONE
1.0 INTRODUCTION
Corporal punishment is conflicting and confusing issue as it is discussed with different views, by individual people, organizations, and conclusion is not reached up to this moment, so it is still debatable world wide.
This chapter deals with the background of the problem, statement of the problem, significance of the study, Research objectives, Research question, Limitations, and Definition of the key terms.
1.1 BACKGROUND OF THE PROBLEM.
Straus (1994), Hyman (1990) and Cohen (1984) provide several definitions of “corporal punishment”. In general those definitions seek to point out that Corporal punishment is the use of physical force against an individual. According to Straus (1994) Corporal punishment against a child “Is the use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child’s behavior”.
Straus further state that “The most frequent forms of corporal punishment are Spanking, Slapping, Grabbing, or Shoving a child roughly (with more force than is needed to move a child) and hitting with certain objects such as hair brush, belt, or paddle”
Cohen (1984) endorses this definition by identifying specific forms of corporal punishment such as paddling, floggings and beating.
Hyman (1990) provide a definition that reflects practice in school situation. He state that” Corporal punishment in the school is the infliction of
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATION
AN ASSESMENT OF TEACHERS’ ATTITUDES TOWARDS THE PROPOSED REVISION OF CORPORAL PUNISHMENT IN TANZANIAN SECONDARY SCHOOLS.
A CASE STUDY OF NYAMAGANA DISTRICT
A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFULMENT OF THE REQUIREMENT FOR THE AWARD OF THE BACHELOR OF ART WITH EDUCATION
AT ST. AUGUSTINE UNIVERSITY OY TANZANIA.
BY
INNOCENT SULLEY
BAED, 25598
APRIL 2012.
CHAPTER ONE
1.0 INTRODUCTION
Corporal punishment is conflicting and confusing issue as it is discussed with different views, by individual people, organizations, and conclusion is not reached up to this moment, so it is still debatable world wide.
This chapter deals with the background of the problem, statement of the problem, significance of the study, Research objectives, Research question, Limitations, and Definition of the key terms.
1.1 BACKGROUND OF THE PROBLEM.
Straus (1994), Hyman (1990) and Cohen (1984) provide several definitions of “corporal punishment”. In general those definitions seek to point out that Corporal punishment is the use of physical force against an individual. According to Straus (1994) Corporal punishment against a child “Is the use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child’s behavior”.
Straus further state that “The most frequent forms of corporal punishment are Spanking, Slapping, Grabbing, or Shoving a child roughly (with more force than is needed to move a child) and hitting with certain objects such as hair brush, belt, or paddle”
Cohen (1984) endorses this definition by identifying specific forms of corporal punishment such as paddling, floggings and beating.
Hyman (1990) provide a definition that reflects practice in school situation. He state that” Corporal punishment in the school is the infliction of
References: Bandura, A and Walters, R.H (1963) Social learning and personality Development. Rinehart and Winston, Inc: United stated of America. Baumrind, D. (1996). A blanket injunction against Disciplinary of spanking is not warranted by the data (pediatrics), Vol. 98. Issue 4. Cohen, C.P. (1984). Freedom from corporal punishment: One of the Human Rights of children New York Law School Human Rights Annual, Vo, 11, part 1. Cohen S. 1996. Teachers and Pupils Attitudes and Practices Regarding the abolition of corporal punishment in schools in the Gauteng Area. Department of Education (2002). Alternatives to corporal punishment. The learning Experience pretrial. Human Rights watch (1999) Spare the child: corporal punishment in Kenyan schools. Vol. 11, No. 6 (A). Hyman, I.A (1990) Reading, writing and the Hickory stick: the Appalling story of physical and psychological Abuse in American Schools. Lexington books: United States of America. Plynn C.P (1994) Regional differences in Attitudes towards Corporal punishment. Journal of marriage and the family, Vol/ 56, pp 314 – 324. Straus, M.A (1996) Spanking and the Making of a violent society. TEN/MET Tanzania Educational Network/Mtandao wa Elimu Tanzania (1999). UNICEF: Asian Report (2001) Corporal punishment in schools in South Asia. Katmandu, Nepal.