The nature, extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe.

Full Abstract

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.

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Author information

Author/s: Shumba, Almon (A);

Affiliation: Department of Educational Foundations, University of Botswana, Gaborone.

Journal and publication information

Publication Type: Journal Article

Journal: Child abuse & neglect (Child Abuse Negl), published in England. (Language: eng)

Reference: 2002-Aug; vol 26 (issue 8) : pp 783-91

Dates: Created 2002/10/04; Completed 2003/02/26; Revised 2004/11/17;

PMID: 12363331, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Child
Child Abuse - psychology
Faculty
Humans

Schools - statistics & numerical data
Sex Factors
Students - psychology
Zimbabwe

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