Teacher-Perpetrated Violence, Behavioural Problems, and Prosocial Functioning Among In-School Adolescents in Ibadan, Nigeria

Background: Teacher-perpetrated violence remains a significant child protection concern in Nigerian secondary schools, with potential consequences for adolescent psychosocial adjustment and relational functioning.
Aims: This study examined the prevalence and patterns of teacher violence and their associations with emotional, behavioural, and prosocial functioning among in-school adolescents in Ibadan Metropolis, Nigeria.
Method: A descriptive correlational survey was conducted among 300 Senior Secondary School One (SSS1) students (43.7% male; Mage = 14.37 years, SD = 1.36) selected from six public secondary schools using multistage random sampling. Teacher violence was assessed using the Teacher Violence Scale (TVS), while psychosocial adjustment was assessed using the Strengths and Difficulties Questionnaire (SDQ). Data were analysed using descriptive statistics, Pearson correlation, independent-samples t-tests, and hierarchical multiple regression.
Results: Overall, 74.0% of participants reported exposure to at least one form of teacher violence. Accusing/humiliating violence (59.7%) and physical violence (54.7%) were the most prevalent forms. Teacher violence was significantly associated with externalising behavioural problems (r = .128, p = .027) and negatively associated with prosocial behaviour (r = −.217, p < .001), indicating that greater violence exposure corresponded with reduced empathy, cooperation, and positive social functioning. Hierarchical regression analysis showed that sexual violence uniquely predicted behavioural problems beyond demographic factors and other violence dimensions. Male adolescents reported significantly higher exposure to teacher violence than females. No significant association emerged between overall teacher violence and internalising problems.
Conclusion: Teacher-perpetrated violence constitutes an important developmental and child protection concern within Nigerian secondary schools. Beyond behavioural dysregulation, its association with reduced prosocial functioning suggests broader implications for adolescent relational development and classroom climate. Findings highlight the need for trauma-informed pedagogy, non-violent disciplinary practices, and school-based psychosocial support systems.

teacher-perpetrated violence; prosocial behaviour; behavioural problems; adolescent wellbeing; child protection; Nigeria

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