The Cycle Of Moralized Discipline: A Constructivist Grounded Theory Of Teachers' And Students' Perspectives On Corporal Punishment In Pakistani Religious Seminaries

Abstract

Corporal punishment remains a persistent disciplinary practice in many religious educational institutions despite growing concerns regarding children's rights and positive discipline. This study explored the perceptions and experiences of teachers, students, madrasa administrators, and key informants regarding corporal punishment in selected seminaries of Multan, Pakistan. A qualitative research design based on Constructivist Grounded Theory was employed. Participants were selected through purposive and theoretical sampling. Data were collected using semi-structured interviews, [1]non-participant observations, field notes, and documentary evidence and analyses through initial, focused, and theoretical coding with the support of QDA Miner Lite. The findings generated five major themes: corporal punishment as a normalized disciplinary practice; religious and institutional justification of punishment; students' emotional, behavioral, and academic consequences; structural conditions sustaining corporal punishment; and an emerging preference for positive discipline. Many participants felt that the use of corporal punishment was a traditional way of maintaining discipline and respect but others felt that it was a negative impact on learners' emotional health, teacher-student relationships, communication and learning. Some participants also pointed to the importance of teacher training, institutional changes, and discipline in a child-friendly manner. The study findings suggest that there is a need for a collaborative approach between teachers, principals, parents, and policymakers to foster positive discipline in religious educational institutions by establishing a safe and supportive learning climate.