Identification of Institutionalized Violence in Elementary Schools
Abstract
Violence unfolds itself in relation to the persons and activities within a specific institution, including violence from custodial authorities such as correctional officers and symbolic violence such as isolation and restriction to developmental resources. This study aims to identify the institutionalized violence prevailing in elementary schools in Punjab. Four subjects were selected at elementary level. Three male and three female elementary school teachers were selected for interview to identify the institutionalized violence. Semi structured interview protocol was used as tool of the study. Semi structured questions were developed around the following themes: inequalities in number of teaching period, discrimination in time table, demoralization, demotivation in academic activities and imposing extra duties, discrimination in leave and relaxation. The findings of the study revealed that discrimination practices of head teachers are demotivating elementary school teachers which may affect students and school performance. On the basis of findings it is recommended that training might be arranged for improving the teachers’ performance.
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