The attitudes of pupils and teachers towards rewards and punishments : preferences and effectiveness

Abstract

The aim of this present study is to determine the attitudes of pupils and teachers towards rewards and punishments. Specifically it seeks to investigate the perceived preferences of rewards and effectiveness of punishments. Two questionnaire surveys were carried out, one on a sample of 600 pupils, and the other on a sample of 200 teachers in various Maltese primary and secondary state schools. Results show that: Pupils: the most preferred rewards among pupils are, 'school good report', 'good letter to parents' and a 'prize'; while the least popular are, 'praised by head in assembly', 'praised by class friends' and 'no reward'. Regarding punishments, 'teacher explains in private', 'moved to another seat in class', 'teacher explains in front of class' and 'extra work' are regarded as most effective to make them change their social/academic behaviour. 'Letter to parents reporting you', 'look foolish in front of class' and 'school bad report' are considered as least effective. Teachers: they consider 'public praise by teacher', 'praised by head in assembly', 'a prize', 'v good on copybook' as the most popular rewards among their pupils, while 'praised by class friends', 'private praise by teacher' and 'no reward' are considered as least popular. With regards to punishments, generally teachers are of the opinion that, 'teachers explains in private', 'detention during break', 'letter to their parents reporting them', 'not allowed to go to a school trip' and 'extra work' are the most effective to make their pupils change their social/academic behaviour. On the other hand, 'school bad report', 'look foolish in front of class' and 'sent out of class' are considered as least effective. Sex, grade level, ability stream and teaching experience differences are considered.