TEACHERS AND PHYSICAL ABUSE: A CASE STUDY OF SECONDARY SCHOOLS IN OYO STATE

TEACHERS AND PHYSICAL ABUSE: A CASE STUDY OF SECONDARY SCHOOLS IN OYO STATE

1.1 Background of the Study

Schools are intended to be safe spaces for learning and development, yet teachers in some Nigerian contexts continue to employ corporal punishment as a disciplinary measure. Despite legal prohibitions under the Child Rights Act, enforcement is uneven, and corporal punishment persists in many secondary schools (Christian & Committee on Child Abuse and Neglect, 2015). Research indicates that teacher-inflicted physical abuse can lead to anxiety, academic disengagement, and long-term behavioral issues (Glick, Lorand, & Bilka, 2016).

In Oyo State, anecdotal reports from students and parents suggest that rural schools may use harsher physical discipline—such as caning for lateness—while urban schools, under greater scrutiny, may rely more on verbal reprimands or detention (Lansford et al., 2021). However, systematic investigations into the prevalence, forms, and consequences of teacher-administered physical punishment in Oyo are lacking. Understanding these dynamics is essential for promoting positive discipline and safeguarding student welfare.

 

1.2 Statement of the Problem

Despite policy bans, physical abuse by teachers remains widespread in Oyo State’s secondary schools, with scant data on its frequency, context, or impact on students. Without empirical evidence, education authorities and child-rights advocates cannot effectively monitor compliance or develop teacher-training programs on non-violent discipline.

 

1.3 Objectives of the Study

To quantify the prevalence and types of physical punishment administered by teachers in selected urban and rural secondary schools of Oyo State.

To examine students’ psychological and academic outcomes associated with exposure to teacher-inflicted physical abuse.

To recommend school-based interventions and policy measures to eliminate corporal punishment and promote alternative discipline strategies.

 

1.4 Research Questions

What forms of physical punishment do students in Oyo State secondary schools experience, and how frequently?

How does exposure to teacher-inflicted physical abuse correlate with students’ anxiety levels, academic motivation, and school attendance?

Which policy and pedagogical interventions are most acceptable and effective in reducing teacher physical abuse in secondary schools?

 

1.5 Significance of the Study

Education Authorities & School Boards: Will receive data to enforce bans and develop monitoring frameworks.

Teachers & Administrators: Insights to inform professional-development programs on positive discipline techniques.

Students & Parents: Evidence to advocate for safe learning environments and supportive reporting mechanisms.

 

1.6 Scope and Limitation of the Study

Scope: Survey of students (ages 12–18) in four urban and four rural secondary schools across Oyo State, supplemented by teacher interviews.

Limitations:

Reporting Reluctance: Students may fear reprisals and underreport incidents.

Variability in Enforcement: Differences in school leadership may influence prevalence, limiting comparability.

1.7 Definition of Terms

Teacher-Inflicted Physical Abuse: Use of physical force by educators that is non-educational and causes harm or fear (Christian & Committee on Child Abuse and Neglect, 2015).

Corporal Punishment: The application of bodily pain as a disciplinary measure.

Anxiety Levels: Students’ self-reported feelings of nervousness or fear related to school experiences.

Academic Motivation: Degree of students’ interest and effort in their studies.

Positive Discipline: Non-violent, supportive strategies—such as restorative practices and behavior contracts—aimed at teaching self-control and responsibility.

 

List of References

Christian, C. W., & Committee on Child Abuse and Neglect. (2015). The evaluation of suspected child physical abuse. Pediatrics, 135(5), e20150356.

Glick, J. C., Lorand, M. A., & Bilka, K. R. (2016). Physical abuse of children. Pediatrics in Review, 37(4), 146–158.

Lansford, J. E., Godwin, J., McMahon, R. J., Crowley, M., Pettit, G. S., Bates, J. E., … Dodge, K. A. (2021). Early physical abuse and adult outcomes. Pediatrics, 147(1).

Berkowitz, C. D. (2017). Physical abuse of children. New England Journal of Medicine, 376(17), 1659–1666.