Perceptions of West African teachers toward the role of principals in the prevention of school violence

Addae, Frederick (2019) Perceptions of West African teachers toward the role of principals in the prevention of school violence. Masters thesis, Memorial University of Newfoundland.

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Abstract

School violence is a global phenomenon that impedes students' academic achievement. Globally, several studies have been conducted on the phenomenon of school violence over the years, describing the devastating effect it has on teaching and learning. Students experience violence at school, especially in the USA and in Asian and African countries (Ncontsa & Shumba, 2013). The rates of physical violence at school are generally higher in low and middle-income countries (Barna & Barna, 2014). The present study was designed to explore teachers' perceptions towards the role that principals can use in the prevention of school violence without the use of punishment in West African schools. A qualitative research design was used, and semi-structured interviews were conducted with ten teachers from West Africa. This study revealed that school violence is common in West African schools and it negatively impacts students’ academic achievements. The findings of this study also indicated that corporal punishment is still used in preventing school violence. This study revealed that non-punitive ways such as positive reinforcement, restorative justice and mediation, guidance and counselling in preventing school violence are more effective than using corporal punishment. The role of the principal in preventing school violence identified in this study includes effective leadership, distribution of leadership support, appropriate training for teachers, and strategic policies on school violence prevention. Further research needs to be conducted in order to explore the use of non-violent ways for teachers to prevent school violence.

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