Balancing Teacher Authority and Child Rights: Re-Imagining the Teacher‘s Role in Grooming Secondary School Teenagers

Abstract

In this empirical presentation, complexities of striking a balance between teacher authority and child rights in the grooming of secondary school teenagers are explored. This article navigates the teacher role in the counselling and up-bringing of teenagers in Zimbabwe which, of late, has been hugely affected by legislation which seems to gravitate towards the uplifting of children’s rights over modelling of good citizenship. This research is couched in the lenses of inclusivity which emphasises the need to create environments where everyone feels valued, respected and able to participate fully. Through qualitative methods, interviews were conducted with 10 purposively sampled participants who responded to three questions: What are the challenges faced by teachers in grooming teenagers at secondary school? How do teachers balance their authority with respect for child rights? And, What strategies can be employed by teachers in grooming teenagers at a secondary school in Gwanda North District, Zimbabwe. One of the major findings of the research is that teachers should be allowed to continue playing the communal role of grooming teenagers using all the tools required, including corporal punishment although the practice should be modified. In light of the findings, the study argues that the teachers who should continue their role of counselling teenagers are currently vulnerable and, hence, should be empowered through legislation, parent involvement, and government involvement through proper remuneration and training support in order to foster human rights-based approaches.