Factors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzania
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE
Abstract
The need for intervention strategies aiming to reduce teachers’ use of violent
discipline methods has been expressed repeatedly, especially for countries
where this practice is socially and legally accepted. Nevertheless, initial
targets for interventions are not clearly identified, as factors contributing
to teachers’ use of violence are still understudied. In the present study, we
examined the interplay between teachers’ own experiences of violence, their
attitudes, current stress, and their use of violent discipline in a representative
sample of 173 Tanzanian primary school teachers (53.7% female, Mage = 38.1
years, SDage = 10) using structural equation modeling. Our model showed
good model fit (χ2 [48, n = 173] = 78.058 (p = .004), CFI = .962, TLI =
.948, RMSEA = .060 [90% CI [.034, .084], PCLOSE = .233], SRMR = .048).
Results indicated direct associations between positive attitudes toward
violent discipline (β = .41), stress (β = .23), and teachers’ own experiences of violence (β = .21) with teachers’ use of violence. Teachers’ own experiences
of violence were significantly associated with positive attitudes (β = .39),
and these significantly mediated the association between teachers’ own
experiences of violence and their use of violent discipline (β =.23). Our
findings underscore the relevance of past experiences, societal norms, and
current working conditions in understanding teachers’ violence against
students. Interventions aiming to reduce teachers’ use of violent discipline
may focus on stress management, societal norms, personal beliefs on violent
discipline, and how teachers’ own previous experiences of violence may
influence teacher’s disciplining behavior.
Description
Keywords
school violence, predictors, teacher, cycle of violence, attitudes, stress
Citation
Masath, F. B. et al. (2021) ‘Factors Contributing to Violent Discipline in the Classroom : Findings From a Representative Sample of Primary School Teachers in Tanzania’, Journal of Interpersonal Violence, pp. 1–24. doi: 10.1177/08862605211015219.