Corporal Punishment Alternatives and Students’ Academic Performance in Tanzanian Primary Schools: Evidence from Tabora Region

Abstract

This study examined alternatives to corporal punishment in primary schools and their effects on pupils’ academic performance in Tabora Municipal. Using a mixedmethods design grounded in Piaget’s Cognitive Development Theory, data were collected through structured questionnaires and semi-structured interviews from 200 teachers, pupils, and education stakeholders. Quantitative findings showed that 90% of respondents opposed corporal punishment and preferred rehabilitative approaches such as parental involvement, counselling, verbal reprimands, and restorative tasks. Qualitative evidence further indicated that physical punishment is ineffective in promoting lasting behavioural change and negatively affects pupils’ emotional well-being and academic engagement. The study concludes that corporal punishment undermines psychological health, learning motivation, and trust between pupils and teachers. It recommends replacing physical discipline with restorative and developmentally appropriate strategies that foster moral development, emotional resilience, and a supportive learning environment.