By: Eunice K. Najoli, Tawanda Runhare, James B. Ouda

Since the beginning of this century, a global tendency to abolish corporal punishment has been introduced to challenge old dependence on corporal punishment as a tool for reforming children’s misbehavior. This tendency was highly supported by the contemporary call for protecting human rights including the right in security and human treatment and child rights in physical protection. Corporal punishment continues to be practiced at unacceptable rates in Kenyan schools; at the same time violence rates are rising. Management of children’s behavioral problems presents a significant challenge for many teachers in schools. The purpose of this research is to analyze why corporal punishment is being practiced in schools in spite of its legal ban. The paper highlights the attitudes of teachers, parents, pupils and the use of corporal punishment as a tool for discipline. A survey research design was used to collect data on attitudes of 32 parents, 32 teachers, 160 students and 8 Principals in secondary schools in western region of Kenya. A sample size of 232 respondents was included and participated in the study. The main finding of this study is that while most teachers understand and support the policy of banning corporal punishment in schools, there remain certain concerns on the effect of such a ban on children rights and equally alternative warm contributions of punishment as a means of maintaining school discipline. These concerns and conflicting viewpoints are over issues related to the difficulty in disciplining students and respecting the students’ human rights.

Open Journal of Social Sciences, 7, 51-69.