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All Journal JP (Jurnal Pendidikan) : Teori dan Praktik Journal of Islamic Religious Education (JoIRE)
Ralaivao Hanginiaina Emynorane
University of Toliara
Education Social Sciences Other

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CONFLICT MANAGEMENT BETWEEN TEACHERS AND STUDENTS: CASE OF ESPERANTO PRIVATE HIGH SCHOOL IN MADAGASCAR Ralaivao Hanginiaina Emynorane; Hangivola Emyblonde Ratna; Yudin Citriadin; Arrive Tsitaire Jean; Razafiharimbola Larissa
Jurnal Pendidikan (Teori dan Praktik) Vol 9 No 2 (2024): Vol. 9 No. 2 (2024): Volume 9, Nomor 2, September 2024
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v9n2.p165-174

Abstract

This study aims to understand in depth the dynamics of management conflicts between teachers and students in school through a qualitative approach using interview techniques. This study involved teachers, students, parents and principal from Esperanto private High School in Madagascar who were selected purposively to represent a variety of perspectives. Interviews were conducted with the aim of identifying the factors that caused the conflicts and how each party proposed some solutions to manage the conflicts. The findings show that conflicts between teachers and students can appear in various forms, ranging from disagreements in teaching methods, differences in expectations between teachers and students, to student behavior problems that affect the learning process. Ineffective conflict management in school causes negative impacts, both on the learning environment and on students' emotional development. Some of the strategies found in this study include open communication, a more flexible approach from teachers, and providing space for students to actively participate in learning. With a deeper understanding of the causes and impacts of conflicts, school has to design more effective policies to address this problem, as well as improving the quality of learning to more inclusive and supporting student development.
CORPORAL PUNISHMENT AND ACADEMIC PERFORMANCE: A CASE STUDY IN SOUTHWESTERN MADAGASCAR Whega Danitsaike Bien-Aimé; Ralaivao Hanginiaina Emynorane; Koto Bernard
Journal of Islamic Religious Education Vol. 1 No. 4 (2025): Agustus
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/joire.v1i4.3098

Abstract

This study investigates the relationship between corporate punishment and academic performance in the southwestern region of Madagascar, where cultural traditions and official educational policies often stand in tension. The Ministry of Education formally prohibits physical discipline in schools, yet teachers and parents continue to use and defend it as a necessary tool for maintaining respect, order, and academic focus. Drawing on a qualitative approach, the study was conducted between 2023 and 2024 in Toliara I, Manombo, and Befandefa, involving 25 teachers, 30 parents, and 40 students aged 10 to 15 years. Data were collected through semi-structured interviews, classroom observations, and document analysis, then analyzed using thematic content analysis. The findings show that teachers often view corporal punishment as indispensable in resource-limited classrooms, parents especially in rural areas, perceive it as proof of care and responsibility, and students express ambivalence, recognizing both fear and increased compliance. The study highlights the contrast between international frameworks that condemn corporate punishment and local practices that legitimize it. It concludes that addressing this issue requires culturally sensitive interventions, greater investment in teacher training, and the development of practical alternatives to physical discipline. These results contribute new insights into the ongoing debate on education, discipline, and child rights in Madagascar.
Co-Authors Arrive Tsitaire Jean Hangivola Emyblonde Ratna Koto Bernard Razafiharimbola Larissa Whega Danitsaike Bien-Aimé Yudin Citriadin