Revisiting Disciplinary Control in Secondary Schools: The Issue of Corporal Punishment in Calabar South Local Government Area of Cross River State, Nigeria

Abstract

This research investigated the administration of corporal punishment as a disciplinary control mechanism in secondary schools of Nigeria with particular reference to Calabar South Local Government Area of Cross River State, Nigeria. The concept of corporal punishment as a disciplinary control mechanism with the social issues associated with it was discussed. Three hypotheses were formulated to guide the study which adopted survey research design. A questionnaire titled: "Corporal Punishment and Disciplinary Control Questionnaire" (CPDCQ)was the instrument for data collection. The simple random sampling technique was used in selecting 200 teachers for this study. The data obtained was analyzed using Independent t-test and Analysis of Variance (ANOVA) test statistics at 0.05 level of significance. The findings of the study showed that there is a significant difference in the administration of corporal punishment as a disciplinary control mechanism in secondary schools of Calabar South Local Government Area of Cross River State based on teachers' gender and teachers' teaching experience. The findings also revealed that there is a significant difference in the administration of corporal punishment as a disciplinary control mechanism of teachers working in public or private secondary schools in the study area. It was recommended among other things that since appropriate application of corporal punishment is associated with disciplinary control in these schools, a mechanism be put in place to guide usage and to check abuses.

Educators’ experiences of corporal punishment: a case study of selected secondary schools in Eswatini.

“…As earlier stated, in loco parentis means that the educators act as parents to learners while the latter are in school (Kambuga et al, 2018;Mokhele, 2006;Segalo & Rambuda, 2018). I found it perplexing that, despite the authority that educators have as a result of their position as custodians of the classroom, and the in loco parentis status they hold (Ukpabio et al, 2019), they still feel they need to mete out corporal punishment to secure their authority. I argue that educators do not need corporal punishment to secure their authority.…”

“…Educators use coercive power that they get from using corporal punishment to influence learner behaviour in their favour. Influencing learner behaviour in the educators' favour is corroborated by Ukpabio et al (2019) who point out that, in the traditional view of education, learners have to submit to their educators who operate from a position of power.…”

“…Shumba et al (2012) argue that African parents believe that inflicting corporal punishment on their children is an African cultural child rearing practice that cause their children to be brought up as disciplined adults who do well in school (Makewa et al, 2017). Educators have the right to act in loco parentis, meaning that educators "consider themselves as the direct representative of parents and they have the responsibility not only to teach lessons, but also to correct learner's behaviour using different means" (Gebrezgabiher & Hailu, 2017, p. 77), and that it is the culturally correct thing to do (Ukpabio et al, 2019). Geeves (2019) confirms that corporal punishment is deeply rooted in generations of families and educators.…”

“…Since the participants held in loco parentis status, it meant that they had the power and authority in the school (Greydanus, et. al, 2003;Ukpabio et al, 2019). I find it paradoxical that the educators were told by parents how they were to discipline children in school.…”

“…However, I argue that educators do not need corporal punishment to secure their authority in the classroom because they already have the authority that afforded them by being the custodians of the classroom and in charge of thereof (Greydanus, et al, 2003;Shumba, 2004;Ukpabio et al, 2019). There are many ways in which an educator's authority is displayed in the classroom.…”