EXPLORING THE EFFECTIVENESS OF ALTERNATIVE DISCIPLINE METHODS IN GHANAIAN BASIC SCHOOLS: A CASE STUDY OF SELECTED BASIC SCHOOLS WITHIN THE GREATER ACCRA REGION, GHANA

Abstract

This study explores Ghanaian teachers' perspective on the use of alternative disciplinary methods in basic schools compared to corporal punishment within the Greater Accra Region, contributing to the national debate on school discipline. The study adopted a mixed-method approach, utilizing surveys and interviews to collect data in other to gain a comprehensive understanding of teachers' perspective. 200 teachers participated in the survey, and in-depth interviews were conducted with a subset of the respondents. The findings revealed that while many teachers historically viewed corporal punishment as an effective disciplinary tool, a significant majority recognized its detrimental impacts, including physical injuries, psychological trauma, and increased aggression among students. Conversely, the study found strong support for alternative disciplinary methods such as positive reinforcement, restorative practices, and socio-emotional learning programs. Teachers reported that these methods were effective in promoting positive behavior, reducing disciplinary incidents, and enhancing students' social and emotional skills. The qualitative insights emphasized the importance of fostering a positive school environment through non-violent methods that build trust, respect, and mutual understanding. Based on the findings, the study recommends that the Ghana Education Service (GES) continue to enforce the ban on corporal punishment and ensure compliance with guidelines on alternative disciplinary methods. It also suggests the provision of continuous professional development for educators, adequate resource allocation, and public awareness campaigns to shift cultural beliefs towards non-violent forms of discipline.