Teacher Capacity Building and the Reduction of Corporal Punishment in Secondary Schools

Abstract

Through a review of the literature from global, regional, and Tanzanian contexts, this study examined the impact of teacher capacity building on reducing corporal punishment in secondary schools. This study aimed to assess how professional development influences teachers’ disciplinary practices and to identify alternative disciplinary methods adopted as a result of teacher capacity-building initiatives. A systematic literature review approach was employed, whereby data were collected from academic journals, books, policy documents, and scholarly reports related to teacher professional development, classroom management, and school discipline practices. The reviewed literature was analysed thematically in line with the study objectives. The findings revealed that teacher capacity building significantly contributes to reducing the use of corporal punishment by improving teachers’ professional knowledge, classroom management competencies, and understanding of positive discipline approaches. Teachers who receive training in learner psychology, guidance and counselling, restorative practices, and conflict resolution are more likely to apply nonviolent disciplinary methods such as counselling, mediation, behavioural guidance, classroom agreements, and positive reinforcement. The study further revealed that professional development strengthens teacher–learner relationships and promotes safer and more supportive learning environments. However, the review also identified several challenges affecting the effective implementation of alternative disciplinary methods, including overcrowded classrooms, inadequate teaching resources, limited training opportunities, and heavy teacher workloads. The study concludes that continuous teacher professional development, supported by effective educational leadership and institutional support systems, is essential for achieving a sustainable reduction in corporal punishment and promoting positive discipline practices in schools.