This qualitative interpretive phenomenological study uses semi-structured interviews from 5 Jamaican teachers to investigate their experiences of control in the classroom.
Since 2005 the Ministry of Education in Jamaica prohibited the use of corporal punishment (CP) in early childhood settings but there is research to show that children are still receiving physical punishment and teachers have been reported to still be using CP in schools.
Using Interpretive Phenomenological Analysis across all 5 participants revealed a strong influence of cultural norms that encourages the use of CP, a lack of support from the Jamaican Teachers Association and the Ministry of Education, ineffective teacher training courses and lack of support from the community causing these teachers to still rely on CP, for want of a better solutions.
In light of these findings, this study hopes to provide insight for education policy makers to provide effective classroom management modules at Teacher Training College, introduction of school intervention programmes, parenting programmes and to better support its teachers to eliminate the use of CP across Jamaica, not just in schools alone.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Introduction
- Method
- Analysis
- Cultural Norms - Clouding Judgement And Influencing Opinion
- Deservedness
- Experience As A Teacher – Teaches A More Child-Centred Approach
- Change of ideology brings perception of control
- Respect is better, Fear is restrictive
- The Need To Still Rely Of Fear As A Tool For Control
- No support from society
- Failed by the Ministry of Education
- Findings
- Discussion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This qualitative study aims to understand Jamaican teachers' experiences with classroom control, particularly regarding the continued use of corporal punishment (CP) despite its official prohibition in early childhood settings. The research investigates the factors influencing teachers' reliance on CP, exploring the interplay between cultural norms, personal experiences, and systemic support (or lack thereof).
- The influence of cultural norms on perceptions of acceptable punishment.
- The impact of teachers' experiences on their classroom management approaches.
- The role of systemic support (or lack thereof) from the Ministry of Education and the community.
- The tension between fear-based control and respect-based discipline.
- The challenges of changing deeply ingrained cultural practices.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter establishes the context of the study by highlighting the critical role of classroom management in student success and the increasing prevalence of behavioral problems. It introduces the widespread use of corporal punishment (CP) in Jamaica, despite its official discouragement and the negative consequences associated with it. The chapter emphasizes the need to understand teachers' experiences to inform effective educational policy, particularly given that policy decisions are often made without direct classroom experience. The research focuses on a qualitative understanding of teachers' experiences to complement existing quantitative data.
Method: This chapter details the methodology employed in the study, outlining the participant selection process (three schools in Kingston, Jamaica, with specific eligibility criteria), the use of semi-structured interviews, and the application of Interpretative Phenomenological Analysis (IPA). The chapter describes the interview structure, the data collection and transcription process, and the subsequent analysis involving identifying and clustering emerging themes across all participants' transcripts to develop superordinate themes.
Analysis: This chapter presents the findings of the study, focusing on three superordinate themes. The first, "Cultural Norms – Clouding Judgement And Influencing Opinion," explores how deeply ingrained cultural norms surrounding physical discipline influence teachers' perceptions of CP, blurring the line between acceptable punishment and abuse. The second theme, "Experience as a Teacher," examines how teachers' experiences can challenge these cultural norms, leading to a shift towards more child-centered approaches. The third theme, "Still Needing to Rely on Fear," highlights the persistent reliance on CP due to a lack of adequate support from the Ministry of Education, parents, and the broader community, despite teachers' evolving beliefs.
Schlüsselwörter (Keywords)
Corporal punishment, classroom management, Jamaica, cultural norms, teacher experiences, qualitative research, Interpretative Phenomenological Analysis (IPA), educational policy, child-centered approach, discipline, fear, respect.
Jamaican Teachers' Experiences with Classroom Control: A Qualitative Study - FAQ
What is the main focus of this qualitative study?
This study aims to understand Jamaican teachers' experiences with classroom control, specifically focusing on the continued use of corporal punishment (CP) despite its official prohibition in early childhood settings. It investigates the factors influencing teachers' reliance on CP, exploring the interplay between cultural norms, personal experiences, and systemic support (or lack thereof).
What are the key themes explored in the study?
The study explores several key themes: the influence of cultural norms on perceptions of acceptable punishment; the impact of teachers' experiences on classroom management approaches; the role (or lack thereof) of systemic support from the Ministry of Education and the community; the tension between fear-based control and respect-based discipline; and the challenges of changing deeply ingrained cultural practices.
What methodology was used in this research?
The research employed a qualitative methodology using semi-structured interviews with teachers from three schools in Kingston, Jamaica. Interpretative Phenomenological Analysis (IPA) was used to analyze the data, identifying and clustering emerging themes to develop superordinate themes.
What are the main findings of the study?
The analysis revealed three superordinate themes: "Cultural Norms – Clouding Judgement And Influencing Opinion," showing how cultural norms influence teachers' perceptions of CP; "Experience as a Teacher," examining how teachers' personal experiences can lead to more child-centered approaches; and "Still Needing to Rely on Fear," highlighting the continued reliance on CP due to inadequate support from the Ministry of Education and the community.
What are the chapter summaries?
The Introduction establishes the context, highlighting the prevalence of CP in Jamaica despite its negative consequences. The Method details the research methodology, including participant selection and data analysis. The Analysis presents the findings, focusing on the three superordinate themes. The study also includes an Abstract, Findings, and Discussion sections (details not provided in the preview).
What are the keywords associated with this study?
Corporal punishment, classroom management, Jamaica, cultural norms, teacher experiences, qualitative research, Interpretative Phenomenological Analysis (IPA), educational policy, child-centered approach, discipline, fear, respect.
What is the overall goal of this research?
The study aims to provide a deeper understanding of the factors contributing to the continued use of corporal punishment in Jamaican classrooms, informing more effective educational policies and practices.
What type of data analysis was used?
Interpretative Phenomenological Analysis (IPA) was used to analyze the qualitative data gathered through semi-structured interviews.
Where was the research conducted?
The research was conducted in three schools in Kingston, Jamaica.
Who were the participants in the study?
The participants were Jamaican teachers who met specific eligibility criteria (not detailed in this preview).
- Quote paper
- Gemma Gibbon (Author), 2015, Discipline in Jamaican Schools and teachers' experience of control in the classroom. An Interpretative Phenomenological Analysis, Munich, GRIN Verlag, https://www.grin.com/document/312434
