Students’ and Teachers’ Perceptions of Punishment as a Discipline in a Primary School: A Case Study in an Area of Southeastern China

Punishment as a discipline in schools is widely discussed globally, as it is often considered effective for managing children’s misbehaviours. This original study investigates Chinese primary students’ and teachers’ perceptions of punishment and the reasons behind teachers’ use of punishment. Grounded in Attribution, Attachment and Efficacy theories, this case study, employing a mixed methods research approach, was conducted in one primary school in an area of Southeastern China. A total of 246 sixth-grade students were selected to respond to the questionnaire, and four class teachers were interviewed. The results also inform policymakers to develop alternative approaches for helping teachers effectively deal with students’ misbehaviours.