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.
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
Research Objectives and Core Themes
This study aims to investigate the experiences of Jamaican teachers regarding classroom control and their reliance on corporal punishment, specifically in the context of legal prohibitions and deep-seated cultural norms. The research seeks to understand the challenges teachers face when navigating between mandatory non-violent disciplinary policies and the absence of adequate practical training or societal support.
- The influence of pervasive cultural norms on teacher judgment and perceptions of abuse.
- The impact of professional teaching experience on shifting toward child-centered approaches.
- The ongoing reliance on fear and corporal punishment as a perceived necessary tool for classroom control.
- The role of inadequate Ministry of Education training and lack of societal support in maintaining punitive disciplinary practices.
- The conflict between modern educational ideology and traditional authoritarian child-rearing beliefs.
Excerpt from the Book
Cultural Norms – Clouding Judgement And Influencing Opinion
The first superordinate theme to emerge was the influence of cultural norms, all of the teachers in this study spoke about various experiences of some form of corporal punishment (CP) in school, or at home and admit to using minor forms of physical punishment themselves. This commonality between subjects informed the master theme of Cultural norms as these norms make it difficult to define any acceptable consensus between CP and abuse, the first subordinate theme is Punishment or Abuse. The second subordinate theme is Deservedness, due to cultural norms being heavily influenced by Christianity there is strong support for the belief that children who behave in certain ways deserve physical punishment..
Alice talks about the affect of cultural norms of children being physically disciplined at home,
“you try every medium of punishment and they don't move and that is probably because they're get beaten at home. So they're used to that and that is they're way of punishment so what can a teacher do she try to break them out of that thinking that when they go home they still get the same punishment so it is very difficult” (2) 8:368-373.
Alice sounds defeated trying to introduce alternatives to undesirable cultural norms and describes the rigidity that comes with an inherent accepted ideology, as almost imprisoning and impenetrable 'break them out of that thinking'.
Annita's opinions are clearly entrenched in cultural norms, guided by the experience of her own upbringing, as she talks about the parents who come to school to argue with the teacher when they have found out their child was physically punished.
Summary of Chapters
Abstract: Provides an overview of the qualitative phenomenological study, highlighting the investigation into 5 Jamaican teachers' experiences with classroom control and corporal punishment.
Introduction: Explores the existing research on classroom management and the prevalence of corporal punishment in Jamaican schools despite legal prohibition.
Method: Details the qualitative approach using Interpretive Phenomenological Analysis and semi-structured interviews with 5 participants.
Analysis: Examines the three superordinate themes: cultural norms, the impact of teaching experience, and the continued reliance on fear as a disciplinary tool.
Findings: Synthesizes the core discovery that cultural norms and a lack of systemic support force teachers to continue relying on punitive measures.
Discussion: Discusses the disconnect between global educational standards and the specific societal realities of Jamaican teaching and parenting.
Keywords
Corporal punishment, Jamaica, classroom management, interpretive phenomenological analysis, cultural norms, teacher experiences, child-centered approach, authoritarian control, education policy, disciplinary strategies, pedagogical training, student behavior, professional support, school reform.
Frequently Asked Questions
What is the primary focus of this research?
This study investigates the personal experiences and perceptions of Jamaican teachers regarding classroom control, specifically analyzing why corporal punishment persists in schools despite legal bans.
What are the main thematic areas covered in the analysis?
The study centers on three superordinate themes: the heavy influence of cultural norms on judgment, the transformative role of teaching experience, and the ongoing reliance on fear as a tool for behavioral regulation.
What is the core research question?
The research explores the circumstances and experiences that lead teachers to continue utilizing corporal punishment as a means of classroom control, even when they recognize the value of respectful, non-violent discipline.
Which scientific methodology was applied?
The author utilized Interpretive Phenomenological Analysis (IPA) to conduct a qualitative study involving semi-structured interviews with five Jamaican teachers.
What topics are discussed in the main body of the text?
The main body examines how cultural beliefs about deservedness, the lack of effective training from the Ministry of Education, and societal pressures create a environment where fear is viewed as a necessary fail-safe for classroom management.
Which keywords characterize this work?
Key terms include Corporal punishment, Jamaica, classroom management, cultural norms, teacher experience, pedagogical training, and disciplinary strategies.
How does the "deservedness" theme influence teacher behavior?
The theme of "deservedness" reflects the belief, often rooted in Christian religious context, that children deserve physical punishment for rude behavior, which forces teachers to navigate a conflict between professional policy and deep-seated social beliefs.
What role does the Ministry of Education play in the teachers' struggle?
The participants indicate that the Ministry failed to provide adequate alternative behavior management strategies, leaving teachers without the tools to handle disruptions without resorting to the only method they feel confident in—corporal punishment.
Why is the phrase "you understand?" significant in the interviews?
The author notes that this phrase is used by teachers to seek validation from the interviewer, illustrating that their views on discipline are deeply embedded in the local cultural norm and they are checking if these views are still acceptable.
- Citar trabajo
- Gemma Gibbon (Autor), 2015, Discipline in Jamaican Schools and teachers' experience of control in the classroom. An Interpretative Phenomenological Analysis, Múnich, GRIN Verlag, https://www.grin.com/document/312434
