Teachers' attitudes toward reward and punishment-based discipline in elementary schools

Document Type : Research Paper

Authors

1 Master of Primary Education, Allameh Tabataba'i University, Tehran, Iran

2 Assistant Professor of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran.

Abstract

the study of teachers' attitudes toward common methods of reward and punishment in the elementary school discipline process was determined as the aim of the present study. The present study was conducted by qualitative survey method in the community of teachers working in primary schools of Varzaneh city. As a research sample, 22 teachers were interviewed. Research questions were answered according to the extracted codes. According to the findings, reward and punishment are the two most widely used disciplinary techniques in elementary schools. All teachers have stated that they use these two techniques frequently to confront disciplinary issues. In addition, teachers do not acknowledge the effectiveness of common methods of reward and punishment in schools; According to them, these methods include both positive and affective aspects (reward according to students' age, motivating rewards) and negative and ineffective aspects (interference with organizational rules, unbalanced disciplinary actions, external control, short-term effectiveness, lack of parental cooperation). Teachers also identified desirable methods of reward and punishment in schools, including the use of preventive measures (educational measures, disciplinary planning) and positive and corrective disciplinary interventions.

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