TY - JOUR
T1 - A pilot study of offering a positive disciplining module for public school teachers in Hyderabad, Pakistan
T2 - A quasi-experimental study
AU - Mughal, Farida Bibi
AU - Karmaliani, Rozina
AU - Asad, Nargis
AU - Bhamani, Shireen Shehzad
N1 - Publisher Copyright:
© 2023 The Authors. International Journal of Psychology published by John Wiley & Sons Ltd on behalf of International Union of Psychological Science.
PY - 2023/8
Y1 - 2023/8
N2 - A pilot quasi-experimental study was conducted in which participants in the intervention group (n = 31) received positive learning environment through Positive Disciplining (PLEPD) module, while those in the control group (n = 29) received routine training. Teachers' knowledge and attitude regarding corporal punishment (CP) and Beck Depression Inventory-II (BDI-II) were measured before (T0), immediately after (T1) and 3 months after the intervention (T2). Descriptive analysis and analysis of variance (ANOVA) were used to describe participants' characteristics and mean scores for knowledge and attitude among teachers. A total of 60 teachers completed the 16 hours training module. The overall response rate was >90%. Most participants recommended increasing the overall duration of the programme by reducing 4 to 2 hours per day, thus, increasing the period from 4 to 8 days of training. There were no differences between control and intervention groups at baseline regarding participant characteristics (p= >.05). The difference in depression (F =.0863, p =.357) and knowledge and attitude (F = 1.589, p =.213) scores among groups were not statistically significant. However, the mean score for knowledge and attitude followed a positive trend, increasing depression mean scores at T1 and T2. A positive disciplining programme is a feasible school intervention for public schools and may effectively reduce depression to ensure overall well-being.
AB - A pilot quasi-experimental study was conducted in which participants in the intervention group (n = 31) received positive learning environment through Positive Disciplining (PLEPD) module, while those in the control group (n = 29) received routine training. Teachers' knowledge and attitude regarding corporal punishment (CP) and Beck Depression Inventory-II (BDI-II) were measured before (T0), immediately after (T1) and 3 months after the intervention (T2). Descriptive analysis and analysis of variance (ANOVA) were used to describe participants' characteristics and mean scores for knowledge and attitude among teachers. A total of 60 teachers completed the 16 hours training module. The overall response rate was >90%. Most participants recommended increasing the overall duration of the programme by reducing 4 to 2 hours per day, thus, increasing the period from 4 to 8 days of training. There were no differences between control and intervention groups at baseline regarding participant characteristics (p= >.05). The difference in depression (F =.0863, p =.357) and knowledge and attitude (F = 1.589, p =.213) scores among groups were not statistically significant. However, the mean score for knowledge and attitude followed a positive trend, increasing depression mean scores at T1 and T2. A positive disciplining programme is a feasible school intervention for public schools and may effectively reduce depression to ensure overall well-being.
KW - Corporal punishment
KW - Education for teachers
KW - Positive disciplining module
KW - Public health
UR - http://www.scopus.com/inward/record.url?scp=85159658963&partnerID=8YFLogxK
U2 - 10.1002/ijop.12912
DO - 10.1002/ijop.12912
M3 - Article
AN - SCOPUS:85159658963
SN - 0020-7594
VL - 58
SP - 388
EP - 395
JO - International Journal of Psychology
JF - International Journal of Psychology
IS - 4
ER -