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The nature,extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe 总被引：3，自引：0，他引：3
Shumba A 《Child abuse & neglect》2002,26(8):783-791
OBJECTIVE: The study seeks to determine the nature, extent and effects of emotional abuse; and who the perpetrators are in Zimbabwean primary schools. METHOD: Data collection was twofold because this involved reported cases of emotional abuse and the use of two questionnaires to collect data on the forms of emotional abuse perpetrated on pupils by teachers. First, data of reported cases of emotional abuse were collected from six regional offices of the Ministry of Education, Sport and Culture in Zimbabwe. The rationale was to determine forms of emotional abuse perpetrated on pupils by teachers in Zimbabwean primary schools. Second, the Teacher Trainees Questionnaire and the Teacher Questionnaire were administered to randomly selected samples of 150 primary school teacher trainees and 300 primary school teachers. Random numbers were used in the selection of the teachers and teacher trainees. The rationale for using teachers and teacher trainees was to make an in-depth analysis of the forms of emotional abuse perpetrated on pupils by teachers and to determine who the perpetrators are in this form of child abuse. In this study, emotional abuse shall refer to constant belittling of a pupil, the absence of a positive emotional atmosphere, verbal abuse, shouting, scolding, use of vulgar language, humiliation and negative labeling of pupils, and terrorizing of pupils by teachers in schools. RESULTS: The study found that the majority of teacher trainees and teachers believe that shouting, scolding, use of vulgar language, humiliation and negatively labeling of pupils as stupid, ugly, foolish is mainly done by female teachers in schools. However, 52.7% of the teacher trainees indicated that it is the male teachers who "use vulgar language on pupils." This study found some of the forms of emotional abuse that are perpetrated on pupils by teachers in schools. The findings seem to be consistent with the literature available on the gender of perpetrators associated with this form of child abuse. CONCLUSION: It is clear that emotional abuse exists in Zimbabwean primary schools and female teachers appear to be the main perpetrators of this form of child abuse. This form of child abuse may involve one perpetrator and a series of victims. 相似文献
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Several studies have shown that high school science teachers base their teaching on what professors of college freshman science expect, and that, in some instances, advanced high school courses are needlessly similar to college freshman courses. In order to gain insight of college science professors' expectations and perceptions on selected goals and outcomes of science education, a survey instrument was developed and mailed to 123 heads/coordinators of freshman chemistry in U.S. state and land grant colleges and universities that offer a graduate degree program in chemistry. The results demonstrated that although the coordinators were positive about many science education goals and outcomes they did not value aspects related to societal issues, and no differences among them existed when the results were analyzed according to demographic subgroups such as age and teaching experience. They perceived high school graduates as possessing inadequate skills and perceived measures to improve precollege science education requiring collaboration of precollege and college faculty positively. The implications for science education were that college chemistry professors place values different from those of science educators on some pertinent goals and outcomes of science teaching, a situation that is not helpful to reforming precollege science education. 相似文献
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Schools' fulfilment of sex and relationship education documentation: three school‐based case studies
Almon Shumba 《Sex education》2013,13(1):77-86
This article presents a critical evaluation of school policies, programmes of work and practices in three state secondary schools in one district in one local authority in England. They are evaluated regarding Sex and Relationship Education (SRE) documentation, statutory and non‐statutory from 1900 to the most recent SRE guidance introduced in July 2000 by the Department for Education and Employment. The article concludes that historically and contemporarily SRE documentation has mainly been inadequate and that in the three case studies legislative requirements concerning SRE policy and practice are predominantly not met. This is particularly the case regarding the most recent SRE guidance. Young people's access to information was institutionally limited and partial. Within the three case studies there was a failure to equip children and young people with an appropriate knowledge and understanding of sexuality, which reflects their lives and the realities of a diverse society. 相似文献
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Almon Shumba Okey C. Abosi 《International Journal of Disability, Development & Education》2011,58(4):373-388
Studies show that the exact number of children with disabilities in Botswana is unknown. A study on child abuse sought to determine: the forms of child abuse perpetrated on children with disabilities; the extent of child abuse; and the causes of child abuse of children with disabilities. A questionnaire on child abuse was adapted and used to collect data in this study. Participants comprised a sample of 31 pupils with disabilities (15 children with vision impairment and 16 children with hearing impairment) selected from special schools in Botswana. The study found that the majority of participants were involved in doing domestic chores. They were also sexually, physically and emotionally abused by their teachers. This study showed that children with disabilities were vulnerable to child abuse in their schools. 相似文献
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Epidemiology and etiology of reported cases of child physical abuse in Zimbabwean primary schools 总被引：6，自引：0，他引：6
Shumba A 《Child abuse & neglect》2001,25(2):265-277
OBJECTIVE: There were two objectives: First, to determine the nature and extent of physical abuse perpetrated on primary school pupils by their teachers; second, to determine why some teachers physically abuse their primary school pupils in Zimbabwe. METHOD: Epidemiological data of reported physical abuse by teachers in Zimbabwe between January 1990 and December 1997 were analyzed using information in their files. RESULTS: The study found that 78.9% of the perpetrators were male while 21.1% were female; 92.1% of the perpetrators were trained teachers while 7.9% were untrained; 58.7% of the victims were male while 41.3% were female; 91.4% of the cases were reported by the pupils themselves and 8.7% by the school head; 73.9% of these cases were reported to the Ministry of Education and 26.1% to the police. In this study, 80.4% of the victims were beaten, whipped or hit by their perpetrators; 10.9% were clapped or slapped; 4.3% were punched with fists; 2.2% each were kicked and pinched, respectively. CONCLUSIONS: The findings indicate that teachers perpetuate various forms of physical abuse and that this form of abuse is now on the increase. The findings indicate that some perpetrators use corporal punishment on female pupils against the stipulated Public Service (Disciplinary) Regulations. What is clear is that the Public Service (Disciplinary) Regulations seem not to be deterrent enough because the majority of the perpetrators are merely fined or reprimanded while only a very small percentage is discharged from the teaching service. 相似文献
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Sexual harassment of female students by their lecturers has become a serious social problem in schools and institutions of higher education in Zimbabwe. The current study is an in-depth follow-up to Zindi's study (1994) and sought to investigate and establish whether or not inappropriate relationships between male lecturers and female students exist; whether female lecturers sexually harass male students; and whether there is a relationship between sexual harassment and students' performance in their studies. There may be a relationship between sexual harassment and the performance of female students in examinations. The results of a questionnaire completed by 83 students in one higher education institution in Zimbabwe revealed the widespread sexual harassment of female students by male lecturers and the different perceptions of such harassment held by male and female students. Possible implications of these findings to education are discussed and recommendations made. 相似文献
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