The Survey of Hualian County Public Junior Hige School Teachers and Students’ Opinions on Post Zero-physical Punishment

• Main Authors: Liu Hsiu Mei, 劉秀美
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/74618142821811298209

碩士 === 慈濟大學 === 教育研究所 === 98 === The intent of this research is to evaluate the effect of the “zero physical punishment” policy which has been processed by public junior schools in Hualien County for about three years. We aim to examine the policy and explore its influences on school teachers and students who are the first-line personals on the act. To this end, questionnaire-based surveys and personal interviews were given to a total of 855 students and 179 teachers from 23 public junior high schools in Hualien County. Such survey/interview was conducted to see whether the teachers have changed their physical punishment behaviors due to the policy, whether they tend not to intervene students, and accordingly, whether there has been any significant affluence on the teacher-student relationship. The results of the research were shown as following: 1. About 48.6％ of the students and 64.6％ of the teachers indicated that language scold is not a type of physical punishment; 44％ of the students and 60％ of the teachers showed the same commitment regarding the punishes by forcing to stand。 2. A total of 312 students (312/855=36.5％) favored “zero physical punishment policy”, while 62.6％ of the teachers did not. Consequently, there was a significant difference between teachers and students on the recognitions and attitudes toward physical punishment, the behavior change corresponding to “zero physical punishment” policy, and the associated positive/negative impacts on campus climate. 3. Since records in the past have showed that some teachers were accused due to inappropriate physical punishments on students, more than 80％ of the surveyed teachers currently tended to teach students in a loose way, therefore resulting in some loss on their education exaggerations. 4. A majority of the teachers (81％) agreed that the “zero physical punishment” policy does affect teacher's physical punishment behavior. On the other hand, at least 70％ of the samples supported that the school unit should have the “special physical punishment” professionals. While only 32% of the students were positive for this statement, such observation represented a significant difference on the opinions about physical punishment between teachers and students. 5. Most of the teachers and students think that the negative impacts of the “zero physical punishment” policy are more than positive ones 6. With the zero-physical punishment policy, the teacher can only admonish the students who make mistakes. This has suggested that the policy is so ineffective that the teachers feel diluteness on teaching. Finally, according to the results of this study, we have made some suggestions that could be useful for the current policy and so as for further research。