Author(s)

Shumet Muluneh Aniley^*, Birtukan Tilahun Workneh

Affiliation(s)

Department of Early Childhood Care and Education, College of Social Science and Humanities, Debre Tabor University, Debre Tabor, Ethiopia.

Corresponding Author

Shumet Muluneh Aniley

ABSTRACT

This study examined reinforcement and punishment utilization of teachers in Debre Tabor Town. Descriptive surveys were employed. A total of 10 teachers participated in the study by using simple random sampling and compressive sampling technique. A mixed approach that combined qualitative and quantitative methods was used in this study. Data were collected through a questionnaire (both open-ended and close-ended questionnaires) used. Descriptive statistics were used for data analysis. The collected data were analyzed using table, frequency, and percentage. Qualitative data were analyzed thematically. The major findings were that the status of reinforcement application in preschool is appropriate and the majority of teachers used verbal reinforcement techniques frequently. In addition to this, they didn’t use punishment techniques frequently in the teaching and learning process. The outcome of this study was to raise awareness for the community, parents, preschool teachers, and educational administrators about how to use tangible reward or reinforcement to increase students’ performance and prepare training for teachers about punishment. And the school director should be providing training for teachers about the utilization of physical punishment and their role in the improvement of the ECCE program. 

KEYWORDS

Reinforcement; Punishment; Classroom management; Preschool

CITE THIS PAPER

Shumet Muluneh Aniley, Birtukan Tilahun Workneh. Reinforcement and punishment utilization of teachers in preschool children in Debre Tabor Town: The case of Debre Tabor Preschools, South Gonder, Ethiopia. World Journal of Educational Studies. 2025, 3(1): 1-9. DOI: https://doi.org/10.61784/wjes3025.

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