School punishment and pupils’ behavior in primary school a case of primary schools in Kagadi district, Uganda.

Abstract

This study examined the relationship between school punishment and pupils’ behavior in selected primary schools in Kagadi District. The specific objectives included examine the relationship between social exclusion and pupils’ behavior in selected primary schools of Kagadi District; to assess the relationship between disciplinary meetings and pupils’ behavior in selected primary schools of Kagadi District and to analyse the relationship between suspension and pupils’ behavior in selected primary schools of Kagadi District. The study employed a cross-sectional research design and applied a mixed research design to collect data from a sample of participants at a single point in time, allowing for a snapshot of the variables of interest and their associations. The study population comprised of the 130 data from a sample of participants at a single point in time, allowing for a snapshot of the variables of interest and their associations. These individuals were selected in the study using purposive and simple random sampling techniques and were asked for information using self-administered questionnaire and interview guide. Data was analysed descriptively using percentages and Pearson Correlation analysis. Findings for objective one there is a significant relationship between the two variables implying that enhanced social exclusion will lead to a positive increase in pupils’ behavior by a mean factor of .720 (72.0%). The results for objective two showed that there is a significant relationship between the two variables implying that enhanced disciplinary meetings will lead to a positive increase in pupils’ behavior by a mean factor of .569 (56.9%) while the results for objective three revealed that there is a significant relationship between the two variables implying that enhanced suspension will lead to a positive increase in pupils’ behavior by a mean factor of .687 (68.7%). The study concluded that social exclusion, though intended to address misbehavior, can lead to feelings of rejection and decreased motivation among pupils. Teachers and school leaders are becoming more aware of these unintended consequences and are gradually adopting more inclusive and supportive practices. It was also noted that the limited involvement of parents and the lack of opportunities for pupils to explain their actions undermine the effectiveness of these meetings. Effective discipline should involve a collaborative approach between school staff, pupils and parents, with clear social exclusion and consistent follow-up. To this end, it was recommended that schools should strengthen the involvement of parents and the local community in addressing pupils' behavior. It was also recommended that headteachers should actively involve parents in the disciplinary meetings, ensuring they are notified of any behavioral concerns and invited to participate in discussions about their child's behavior.