"An Examination of the Factors Influencing Teachers' Choice of Corporal Punishment as a Disciplinary Measure on students in Kenyan Public Secondary Schools in Masaba North, Kisii County"

Abstract

Corporal punishment was officially banned in Kenyan schools in 2001 through a government circular and the Children's Act. This notwithstanding, in order to enforce and maintain order in schools, teachers have chosen corporal punishment to realize this. Despite the official ban, reports from studies and information from both print and electronic media have revealed that the practice continues in many Kenyan schools. However, there is little information on the factors that influence teachers’ choice of corporal punishment as a disciplinary measure on students. This study therefore was an examination of the factors influencing teachers' choice of corporal punishment as a disciplinary measure on students in Kenyan Public Secondary Schools in Masaba North, Kisii County, Kenya. To achieve this objective the study adopted a descriptive survey research design. The study adopted a descriptive survey design. Stratified random sampling was used to sample schools where teacher and student respondents were drawn from. Simple random sampling technique was used to select a sample size of 200 participants from a target population of 400 participants. Data was collected using Teacher Corporal Punishment Questionnaire (TCPQI). Data was collected using a self-administered questionnaire. The study utilized both qualitative and quantitative methods in data collection. These included structured questionnaire, interview schedule and document analysis. Data was analyzed both qualitatively and quantitatively in the light of the research questions. Data obtained was analyzed using Statistical Package for Social Sciences (SPSS Version 22.0). Qualitative data was analyzed thematically. The study revealed that; 45.5%) of the participants had not obtained any alternative training methods while a simple majority (54.5%) had undergone training in alternative discipline methods hence a source of information on teachers’ choice about corporal punishment. Majority (66.7%) of the participants felt that they were unsupported on matters of discipline therefore corporal punishment was the way to go, whilst (43.3%) indicated that they had all the support from management on matters regarding student behavior, (60%) of the participants disagreed with the statement that ineffective policies was an important consideration , whilst (40%) agreed with the statement that ineffective policies was an important consideration on the use of corporal punishment, majority (60%) of the participants agreed that high indiscipline cases was a determinant to teachers’ choices to use corporal punishment, whilst 33% of the participants did not believe so. A simple majority of (53%) reported that lack of consultation on the ban of corporal punishment was not a factor that determined their choice of corporal punishment whilst (46.6%) reported that it was a factor that informed their choice on corporal punishment. The study makes the following recommendations; Strengthenment of Institutional Support Systems: Since the findings of the study revealed that 66.7% of teachers felt unsupported, this means therefore that schools and the Ministry of Education should establish robust, easily accessible support systems which includes; clear disciplinary policies, mentorship programs, and on-site behavioral specialists who includes school counselors to help teachers manage challenging student behaviors effectively. Mandatory and Comprehensive Training: While 54.5% received some training, the high prevalence of corporal punishment suggests the training may be inadequate or not universally applied. The government should implement mandatory, high-quality, and ongoing professional development in positive discipline methods, conflict resolution, and behavior management. Monitor and Enforce the Ban: The continued practice despite the 2001 ban suggests a lack of enforcement. Clearer mechanisms for monitoring compliance, reporting incidents anonymously, and implementing fair disciplinary action against repeat offenders are necessary to uphold the law. Promotion of a Whole-School Culture Change: Disciplinary reform needs to be a school-wide initiative, involving administrators, teachers, parents, and students. Fostering a positive school climate focused on mutual respect and non-violent conflict resolution is crucial.