Authors : Noorullah Shaikhnag, Thomas Buabeng Assan and Madiala Irene Loate
Abstract: Discipline and disciplinary measures in South African public schools are principal concerns for all stakeholders in the educational process. The present situation in South African schools suggests that a lack of discipline and self-discipline among high school students has led to a continuation of ineffective learning and teaching. Section 10 of the South African Schools Act (84 of 1996) has criminalised the administration of physical punishment in South African schools. However, media reports suggest that corporal punishment is still practiced in many schools. In light of the above and with the implications of the implementation of the Schools Act in mind this study was conducted to establish whether the South African Government’s decision to abolish corporal punishment was viable and whether it has any impact on teacher motivation. The objective of the study was to investigate the impact that the abolition of corporal punishment had on the morale and motivation of teachers. A sample of 300 educators was drawn (including principals) from 30 high schools in three educational regions of the North-West Province of South Africa. In contrast to the theoretical investigation which revealed that the abolition of physical punishment would probably lead to a decrease in teacher motivation, the empirical investigation, particularly the application of the Pearson coefficient correlation test indicated a positive relationship between the abolition of corporal punishment and teacher motivation. This study therefore, recommends the use of alternative interaction techniques which could contribute to better understanding of learners such as giving them advice and curtailing their allowance and perks rather than applying the traditional punitive measures.
Noorullah Shaikhnag, Thomas Buabeng Assan and Madiala Irene Loate, 2015. Abolition of Corporal Punishment and its Impact on Teacher Motivation in Secondary Schools. Pakistan Journal of Social Sciences, 12: 25-31.