Department of Psychology, Bielefeld University, 33501, Bielefeld, Germany.
Department of Educational Psychology and Curriculum Studies, Dar es Salaam University College of Education, 2329, Dar es salaam, Tanzania.
Trials. 2020 Jan 2;21(1):4. doi: 10.1186/s13063-019-3828-z.
Despite the existing national and international plans of action to end violent discipline strategies used by teachers in schools, they still prevail in Tanzanian schools. This underlines the need to implement school-based interventions that aim at reducing violent discipline by teachers. In this study, we will evaluate the feasibility and effectiveness of the preventative intervention Interaction Competencies with Children - for Teachers (ICC-T) in Tanzanian primary schools. Following its success in secondary schools, we hypothesize that the intervention will reduce teachers' positive attitudes towards and their use of violent discipline at school.
METHODS/DESIGN: The study will be conducted in six randomly selected regions in Tanzania. We have already randomly selected two schools in each region (12 in total) that fulfill our inclusion criteria. From each region, one school will be randomly assigned to the intervention and the other to the monitoring group (no intervention). Eighty students between the ages of 9 to 12 years (N = 960) and 20 teachers from each school (N = 240) will be included in the trial. We will collect data directly before the intervention (t1) and 6 months after the intervention (t2) both at intervention and monitoring schools. Using guided questionnaire assessments, we will measure violence by teachers using students' reports on their exposure to and teachers' reports on their use of violence using the Conflict Tactics Scale. Furthermore, we will assess teachers' positive attitudes towards violent discipline using a modified version of the Conflict Tactic Scale. The feasibility of the intervention will be evaluated using purpose-built measures assessing the demand, applicability, acceptability, and integration of core elements into daily work in the participating schools.
The proposed study will allow us to test the feasibility and effectiveness of an intervention aiming to reduce positive attitudes towards and the use of violent discipline by teachers in school settings. With the reduction of violent discipline by teachers, this study contributes to national and international efforts towards ending violence against children as well as the attainment of the United Nations' Sustainable Development Goals that also aim to prevent all types of maltreatment of children.
ClinicalTrials.gov, NCT03893851. Registered on 28 March 2019.
尽管已经存在国家和国际行动计划来结束教师在学校中使用的暴力纪律策略，但在坦桑尼亚的学校中，这些策略仍然普遍存在。这凸显了需要实施以学校为基础的干预措施，以减少教师的暴力纪律行为。在这项研究中，我们将评估 Interaction Competencies with Children - for Teachers (ICC-T) 在坦桑尼亚小学中的预防性干预措施的可行性和有效性。在该干预措施在中学取得成功之后，我们假设该干预措施将降低教师对学校中暴力纪律的积极态度和使用。
方法/设计：该研究将在坦桑尼亚的六个随机选定的地区进行。我们已经在每个地区随机选择了两所符合我们纳入标准的学校（总共 12 所）。从每个地区中，一所学校将被随机分配到干预组，另一所学校将被分配到监测组（无干预）。将有 9 至 12 岁的 80 名学生（n=960）和来自每所学校的 20 名教师（n=240）被纳入试验。我们将在干预前（t1）和干预后 6 个月（t2）直接在干预和监测学校收集数据。使用指导问卷评估，我们将通过学生对接触暴力的报告和教师对使用暴力的报告，使用冲突策略量表来衡量教师的暴力行为。此外，我们将使用冲突策略量表的修改版本来评估教师对暴力纪律的积极态度。通过专门的措施评估干预的需求、适用性、可接受性和将核心要素纳入参与学校日常工作的情况，将评估干预的可行性。
拟议的研究将使我们能够测试旨在减少教师在学校环境中对暴力纪律的积极态度和使用的干预措施的可行性和有效性。通过减少教师的暴力纪律行为，这项研究有助于国家和国际努力结束对儿童的暴力行为，并实现联合国的可持续发展目标，这些目标还旨在防止对儿童的所有类型的虐待。
ClinicalTrials.gov，NCT03893851。于 2019 年 3 月 28 日注册。
