An ethical assessment of teacher/pupil sexual relationships: A case study of six selected schools in Mpongwe District of Zambia
Date
2015
Authors
Tembo, Henry
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study aimed at ethically assessing the forms, perceived influences, and effects of male
teacher/ female pupil sexual relationships in Zambian schools. The study involved three
secondary schools (one day, one co-education boarding, and a single sex girls boarding
schools) and three primary schools from Mpongwe. Though there have been a lot of
reported cases of teacher/pupil sexual relationships in schools, with some ending up in
courts of law, incidents of such cases continue unabated.
A case study design adopting a qualitative research methodology was used to collect and
analyse data. The methods involved primary and secondary data. The primary data was
collected using in-depth interviews, semi-structured questionnaires, and Focus Group
Discussions. Secondary data collection involved relevant literature from the journal articles,
internet, books, and newspapers. A non-probability sampling technique was used to select
the participants for the study. One official from the Ministry of Education, Science,
Vocation Training, and Early Child Education HQ, one officer from the District Education
Board Secretary and six School Head teachers were picked by virtue of their positions and
interviewed. 24 teachers purposively sampled were interviewed separately. Others
interviewed included 12 parents from the school Parent Teachers Associations and three
Teacher Union officials. Focus Group Discussions and questionnaires were used for the
purposively sampled 51 pupils, making a total sample of 98 participants for the study.
Utilitarianism, deontological and virtue ethical theories were used to ethically assess the
forms, and perceived influences and effects of teacher/pupil sexual relationships in schools
and guided the collection of data.
The study revealed that teacher/female pupil sexual relationships in schools are widespread,
and that both male teachers and female pupils contribute to such incidences. The
relationships take many forms which include the use of suggestive sexual language and
gestures, fondling of female pupils breasts and patting on their buttock, and sexual
intercourse between teachers and pupils. Influences, among others, include lack of adequate
boarding school facilities, love of material things by pupils, and the search for academic
favours. Teacher/pupil sexual relationships in schools affect not only pupils and teachers but
also the education standards and society at large. The existing code of conduct is not
effectively used as it is too general to the public service and lacks specific reference to the
teaching profession. The ethical evaluation concluded that both male teachers and female
pupils contribute to accelerating sexual relationships in schools as they do not consider
consequences and nature of their actions. This study might contribute to an ethical
understanding of the problem between male teachers and female pupils sexual relationships
in schools and possible solutions.
The research therefore recommends that a clear code of ethics for teachers be put in place,
MOESVTEE needs to scale up sexuality education in schools to empower the girl-child with
decision making skills on matters of sexuality. Schools also need to sensitise parents through
PTAs on the long term effects of teacher/pupil sexual relationships in schools.
Description
Keywords
Sex. , Sex--Social aspects. , Sexual orientation. , Sexology.