Impact of Anger Control and Zero Violence Training on Preventing Teachers’ Violent Practices in Timor-Leste Schools

Abstract

Educational workers in multiple ways, including through physical violence, while also employing verbal and emotional mistreatment practices, and failing to provide sufficient care. Children's human rights suffer from physical punishment while their learning abilities decline because they develop fear and classroom disinterest during this abuse. This study investigates the impact of Anger Control and Zero Violence Training on preventing violent teaching practices among primary school teachers in Timor-Leste. A quantitative study design was used to collect data from 40 primary school teachers in the Baucau municipality. The practices and attitudes of the teachers were measured using a structured questionnaire, which was validated by expert review (S-CVI = 0.89) and reliability tested (Cronbach 0.742). ANOVAs and multiple regressions were used to analyse the data. The results indicate that the improvements influenced by Zero Violence Training considerably reduced the number of violent practices already in the actions of teachers (B = 0.738, p < 0.001), while Anger Control Training produced no statistically significant direct change (p > 0.05). These findings demonstrated that culturally appropriate, systemic treatments in the domain of emotional regulation are likely to be more effective than individual instruction. The research proposes to incorporate anger control and Zero Violence interventions into the pre-service and in-service teacher education curricula, which can be done with the support of the national policy change, to establish a secure environment. The study enhances the professional practice of teachers, fosters a positive classroom climate, and promotes student well-being in a post-conflict education context.