Journal of Advances in Education Research

Download PDF (591.5 KB) PP. 228 - 239 Pub. Date: October 15, 2018

DOI: 10.22606/jaer.2018.34005

• Guan Junyan^*
  Editorial Office, Nanjing Normal University, Nanjing, China

This study was designed to compare the similarities and differences between Chinese and the UK’s primary school teachers’ approaches to discipline problems. It also investigated the factors that influence the teachers’ choices on different aspects of discipline. Moreover, the study was to discuss the reasons that cause the similarities and differences between the two countries. Questionnaires were carried out with 75 teachers working for the different primary schools as well as 45 teachers in the UK’s primary schools. Findings showed that factors such as different teaching subject, teaching experience, the characteristics of class of teacher teach and individuals and so on may influence teachers’ choices on solving discipline problems. There are many similarities and differences on the different aspect on teachers’ approaches on discipline in China and the UK, but similarities are more than differences. The beliefs of children and children’s behaviours, globalization, culture, education system and practice situation in two countries may cause the similarities and the differences. The implications of these findings are that teachers should pay attention to students’ self-esteem and treat the solution of punishment in the right way.

Chinese and the UK’s primary school teachers, discipline problems, teachers’ approaches

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