Teachers’ Perception of the Counter-Influence of Spanking on Secondary Schools Students

This study examined the perception of teachers on the counter-influence of spanking on students’ behaviours in public secondary schools in Ogbaru Local Government Area of Anambra State, Nigeria. Two research questions guided the study. The study adopted the descriptive survey design. The population of the study comprised 288 teachers. A sample size of 45 teachers was drawn using simple random sampling technique. Researchers’ developed instrument titled “Teachers’ Perception on the Counter influence of Spanking on Students’ Behaviour Questionnaire (TPCISSBQ)” which was validated by five experts was used for data collection. The internal consistency was ascertained using Cronbach Alpha and this yielded reliability coefficient of 0.64 and 0.81 for the two parts of the questionnaire. Pearson’s Product-Moment Correlation Coefficient was utilized to analyze the data. Findings revealed a significant negative correlation between the frequency of spanking and students’ social and emotional well-being, indicating that increased use of spanking is associated with adverse social and emotional outcomes in students. The study recommends the adoption of alternative disciplinary methods that promote positive emotional development.​