Factors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzania

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dc.contributor.authorMasath, Faustine Bwire
dc.contributor.authorHinze, Laura
dc.contributor.authorNkuba, Mabula
dc.contributor.authorHecker, Tobias
dc.date.accessioned2021-09-03T13:12:28Z
dc.date.available2021-09-03T13:12:28Z
dc.date.issued2021
dc.description.abstractThe 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.en_US
dc.description.sponsorshipDaimler Benz Foundation (Grant No. 32-03/18)en_US
dc.identifier.citationMasath, 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.en_US
dc.identifier.issn0886-2605
dc.identifier.issn1552-6518
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5801
dc.publisherSAGEen_US
dc.subjectschool violence, predictors, teacher, cycle of violence, attitudes, stressen_US
dc.titleFactors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzaniaen_US
dc.typeJournal Article, Peer Revieweden_US
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