Evaluating teacher and student perspectives on the use of rewards and punishments in education

Abstract

This study explores the perspectives of primary school teachers and students regarding the use of rewards and punishments within educational settings. While motivational strategies are widely used in classroom management, a gap remains in understanding how both educators and learners conceptualize these practices. This study addresses this gap by examining shared perceptions of disciplinary methods and their perceived effectiveness. Adopting a phenomenological approach within qualitative methodology, data were collected through semi-structured interviews with 11 teachers and 11 students. The interview questions were developed by the researcher, and responses were analyzed using descriptive analysis techniques. Findings reveal that all participating teachers expressed support for the use of rewards, yet uniformly regarded punishment as a necessary component of classroom management. Although some teachers reported rarely implementing rewards, none reported avoiding punishment. Teachers predominantly employed deprivation-based punishments, removing privileges that students considered desirable. Student responses indicated a preference for short breaks as rewards and the withholding of breaks as the most frequently experienced punishment. These insights underscore the need for a balanced and reflective approach to behavior management that considers the nuanced experiences of both educators and learners.

Keywords: Behavior management; education; phenomenology; punishment; rewards