Corporal punishment is culturally acceptable in societies like Pakistan. As a result, despite the existence of numerous legislatures, physical punishment in schools has not been abolished in the twenty-first century, when human rights violations are a hot topic of discussion. Pakistan has accepted international treaties forbidding the use of cruel, barbaric, or humiliating physical or mental punishment. Teachers who inflict violence are subjected to disciplinary action by the Punjab government and school administrators, but the order is regularly disobeyed. Last year, Pakistan's federal minister for human rights suggested legislation to prohibit the country's use of corporal punishment. Pakistan, on the other hand, is experiencing a crisis in education.

Million People

Students who are subjected to corporal punishment suffer not only physically but also mentally. Unfortunately, many teachers around the world continue to view corporal punishment as a technique for constructive behaviour adjustment, despite the fact that this is inaccurate in reality. Because pupils are taught that violence can be used as a technique to achieve desired ends, violent conduct develops in them. This aggressive behaviour is not only bad to the child's mentality, but it can also be hurtful to others.

Statement of the Problem

The determination of research was to learn about the viewpoints of instructors and students

participating in the secondary school educational process on the consequences of the policy "MAAR NAHI PIYAR" on students' conduct and academic performance.

They were to:

1. see effects of policy “MAAR NAHI PIYAR” and its implementation in public schools.

2. Compare the opinions of teachers and students about policy “MAAR NAHI PIYAR” and its impact on students’ academic performance.

3. Compare the opinions of teachers and students about policy “MAAR NAHI PIYAR” and its impact on students’ behavior.

4. To recommend the required measures to improve the practice of the policy "MAAR NAHI PIYAR." in public schools.

Research Questions

The main questions are as under:

1. What are the opinions of the instructors about teaching with MAAR (corporal punishment) and its impact on the students’ behavior and their academic performance in public schools?

2. What are the opinions of the teachers about teaching with PIYAR (love) and its impact on the students’ behavior and their academic performance in public schools?

3. What are the opinions of the students about teaching with MAAR (corporal punishment) and its impact on the students’ behavior and their academic performance in public schools?

4. What are the opinions of the students about teaching with PIYAR (love) and its impact on the students’ behavior and their academic performance in public schools?

5. What are the alternative methods to improve the pupils ’behavior problems?

6. What are the alternative methods to improve the pupils’ performance?

Research Hypotheses

H1: Educators' and pupils' opinions toward the use of MAAR in the institutes are not significantly different.

H2: Is there no substantial difference in teachers' and students' opinions of PIYAR (love) teaching in public schools?

H3: There is no noticeable difference in the effect of MAAR (corporal punishment) and PIYAR (love) on students’ behavior.

H4: There is no significant variance between MAAR (corporal punishment) and PIYAR (love) on pupils' performance.

Limitations and Delimitations of the Study

In Rawalpindi public schools, 100 students from classes9-10, ranging in age from 12 to17, were chosen. A total of 100 secondary school teachers were chosen in a similar fashion. Their ages ranged from 25 to 50, while their levels of experience ranged from 0 to 20.

Significance and Contributions of the Study

The study will present recommendations for improving the learning and teaching environment in public schools. This research will assist teachers in gaining a better understanding of their own child-handling styles. The research will assist policymakers in making changes that will benefit instructors in overcoming behavioural issues and improving student academic achievement.

Discipline and Corporal Punishment

Paddling, stunning, beating, punching, shoving, prolonged exercise, and corporal punishment, which causes children to adopt uncomfortable body positions, are all examples of techniques to purposefully inflict pain on a kid. Switching devices, paddles, palms, and leather straps are all used in schools to cause pain to kids. As a result of corporal punishment, students may have clotting, bruises, blisters, and welts. (in 2008) (David). Punishment always makes a behaviour less likely to happen again. Problematic behaviour among students has been a big concern in schools around the country in recent years. This essential issue, on the other hand, has existed for years, and many teachers have battled to discover the best effective solution. Historically, schools have relied only on disciplinary measures such as suspensions, expulsions, fines, and, on rare occasions, corporal punishment.

"Such procedures, according to Maag (2001), may contribute to school safety by removing students who demonstrate the most severe problem behaviours from the classroom." These efforts, on the other hand, do little to prepare children for appropriate behaviour."According to Meltz (2002), corporal punishment is inefficient for disciplining children and increases the likelihood of academic failure. If children are to grow up to be social, productive, and responsible adults, they must be nurtured and educated with discipline. As a result, teachers are more prone to use facial expressions, reprimands, detention, assigning unpleasant assignments, issuing time out, and, in some circumstances, physical punishment to convey their disapproval (Baron, 2006, p. 24)

A recent study in Pakistan has dashed hopes of the Punjab government's "MAAR NAHI PIYAR" strategy being implemented in schools. According to the study, most educators are indifferent about corporal punishment; however, family members, particularly poorer and less educated family members, are considerably more supportive of physical punishment of children than teachers and education authorities. Teachers who justified the use of corporal punishment in the classroom were found to be more likely to employ it in the classroom than those who condemned child maltreatment. Despite the rhetoric of public leaders, research undertaken after the legal ban found that corporal punishment was still used. Furthermore, the consequences of strong corporal punishment can extend well beyond the school years and into adulthood, leading to more serious psychiatric problems. Although this research felt that all bodily penalty is damaging, further research is needed to determine the degree of the corporal punishment applied and brutality (lack thereof) of impact which can occur. Furthermore, research should be carried out to establish where there is an effective discipline. Teacher training has sanctioned using bodily penalty for many reasons, and as a result, parents, teachers, and principals perceive it to be a good technique (Vally, 1998).

Details are ahead:

Research Design

A cross-sectional survey design was used. The survey method was used. The researcher used this approach to gain detailed and in-depth knowledge in the areas of corporal punishment and teaching with love by comparing the opinions of stakeholders, the policy "MAAR NAHI PIYAR" and its impact on students' behavior and academic performance.

The Study's Population and Sample

The population for this study included all secondary schools, all teachers, and all students from the province of Punjab in Pakistan. This study's sample size was limited to ten public schools in Rawalpindi.one hundred teachers from public schools 100 hundred students from public schools. A minimum of ten teachers and ten students were chosen for a total of 10 public schools. To obtain true data, stratified sampling was used to collect data from teachers and students. Because Rawalpindi has 684 schools, the researcher used only ten schools. There were 100 teachers and100 students who took part in this study. This demonstrates that both teachers and students participated equally.

Table 1. Sample Size of the Study

Data Collection Procedure

with the types of questions being closed

-ended and the same questions being given to both teachers and students. To avoid

ambiguity, the questionnaires were self- developed in English and translated into Urdu.

Table 2. Group Statistics Teachers

Table 3. Levene's Test for Equality of Variances t-test for Equality of Means

Table 5. Levene's Test for Equality of Variances t-test for Equality of Means

Table 7. Levene's Test for Equality of Variances t-test for Equality of Means

Table 8. Levene's Test for Equality of Variances t-test for Equality of Means

Table 10. Levene's Test for Equality of Variances t-test for Equality of Means

Table 12. Levene's Test for Equality of Variances t-test for Equality of Means

Conclusion

The revision of educational regulations and the implementation of a consistent education system that eliminates discriminatory conduct toward students would assist in reducing the number of dropouts. It will eventually raise the literacy rate in Pakistan's state. In Pakistan, corporal punishment in schools has become a culturally accepted standard. The author observes that, based on her conversations with teachers and pupils at several Pakistani schools, institutions are turning a blind eye to corporal punishment. As a result, children have been left to endure the long-term consequences.

1. The teachers' trainers and institutions of higher learning should guarantee that student instructors are appropriately educated with alternate ways of discipline while undergoing training.

2. To control behaviour and overall academic problems, a positive relationship between teacher and student should be created.