Volume 14, Issue 3, February 2016, Pages 850–862
Salome Wairimu Maina1 and Aggrey M. Sindabi2
1 Department Of Psychology, Counselling and Educational Foundations, Faculty of Education, Egerton University, Kenya
2 Department Of Psychology, Counselling and Educational Foundations, Faculty of Education, Egerton University, Kenya
Original language: English
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Kenya is a signatory to International and Regional Conventions and Declarations which protect the child from brutality, cruelty and inhuman treatments. To institutionalize child rights, Kenya enacted legislation and a Legal Notice, which banned the use of corporal punishment in all learning institutions. Upon its implementation there was observed increase in students' unrest in public secondary schools. This became a concern to Ministry of Education, school managers, teachers, students and other key stakeholders, prompting the need to investigate the impact of its ban on students' discipline. The author presents findings of a study that adopted an ex-post research design. The target population was 1486 form four students, head teachers, deputy head teachers and teacher counsellors from 18 secondary schools in Bahati Division of Nakuru District. A sample of 120 students, head teachers, deputy head teachers and teacher counsellors was systematically sampled from the 12 schools. The study established that schools in Kenya experience student unrests before and after the ban of corporal punishment. After the ban schools witnessed increased indiscipline, challenges in classroom management, poor academic performance and relationship between teachers and students. Alternative disciplinary measures are not very effective in dealing with indiscipline problems. Corporal punishment contributes to disruptive and violet behaviours. Teachers have a negative attitude towards the ban unlike students who portrayed a positive perception. Guidance and counselling is critical in addressing problems experienced at adolescence stage. Sustained policy focus and institutionalization of guidance and counselling is crucial in dealing with issues that affect students in schools.
Author Keywords: Impact, Ban, Corporal punishment, Discipline and Secondary School.
Salome Wairimu Maina1 and Aggrey M. Sindabi2
1 Department Of Psychology, Counselling and Educational Foundations, Faculty of Education, Egerton University, Kenya
2 Department Of Psychology, Counselling and Educational Foundations, Faculty of Education, Egerton University, Kenya
Original language: English
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Kenya is a signatory to International and Regional Conventions and Declarations which protect the child from brutality, cruelty and inhuman treatments. To institutionalize child rights, Kenya enacted legislation and a Legal Notice, which banned the use of corporal punishment in all learning institutions. Upon its implementation there was observed increase in students' unrest in public secondary schools. This became a concern to Ministry of Education, school managers, teachers, students and other key stakeholders, prompting the need to investigate the impact of its ban on students' discipline. The author presents findings of a study that adopted an ex-post research design. The target population was 1486 form four students, head teachers, deputy head teachers and teacher counsellors from 18 secondary schools in Bahati Division of Nakuru District. A sample of 120 students, head teachers, deputy head teachers and teacher counsellors was systematically sampled from the 12 schools. The study established that schools in Kenya experience student unrests before and after the ban of corporal punishment. After the ban schools witnessed increased indiscipline, challenges in classroom management, poor academic performance and relationship between teachers and students. Alternative disciplinary measures are not very effective in dealing with indiscipline problems. Corporal punishment contributes to disruptive and violet behaviours. Teachers have a negative attitude towards the ban unlike students who portrayed a positive perception. Guidance and counselling is critical in addressing problems experienced at adolescence stage. Sustained policy focus and institutionalization of guidance and counselling is crucial in dealing with issues that affect students in schools.
Author Keywords: Impact, Ban, Corporal punishment, Discipline and Secondary School.
How to Cite this Article
Salome Wairimu Maina and Aggrey M. Sindabi, “THE IMPACT OF THE BAN OF CORPORAL PUNISHMENT ON STUDENTS' DISCIPLINE IN SECONDARY SCHOOLS: A CASE STUDY OF BAHATI DIVISION OF NAKURU DISTRICT,” International Journal of Innovation and Applied Studies, vol. 14, no. 3, pp. 850–862, February 2016.
