Assessing the Effectiveness of the Implementation of the Alternative Disciplinary Methods in Basic Schools– A Case Study of Ga East Municipality

Abstract

This dissertation evaluates alternative forms of discipline employed in basic schools within the GA East Municipality in the post-corporal punishment era following the 2017 cessation of corporal punishment by the Ghana Education Service (GES). In line with international human rights obligations and increasing evidence about the negative long‐term consequences of physical punishment, the GES developed a constructive disciplinary toolkit to facilitate a more conducive learning environment. The data was collected through 18 interviews with teachers, using a qualitative methodology based on the precepts of grounded theory, at six public basic schools, one in each of the municipality's circuits. And the results point to a complex situation in which, while some educators are cognisant of alternative punishment methods like writing lines, helping to clean the school, and orchestrated classroom punishment, kneeling or standing has fewer negative implications in terms of mental and physical health than corporal punishment. A majority of teachers relayed that these strategies didn't have the swift deterrent approach or clarity as corporal punishment methods. The findings also reflect those aspects of these alternate strategies, namely the added strain of supervisors’ workloads, disruptions of instructional time, and an overall perception of a loss of teacher authority, which can hinder the practical application of them. Also, cultural attitudes that have been deeply embedded in society, almost like an inescapable residue, perpetuate corporal punishment among teachers and students alike. The findings show that the shift towards non-violent approaches to discipline is a positive move in bringing Ghanaian education in line with global norms but caution that such initiatives will only succeed if teachers receive adequate training and specific guidance, and systems are established to help avert violence in schools. This testimony shall serve as findings available to educational policymakers, school leaders, and teachers in reforming disciplinary practices for a better classroom, which will lead to quality academic outcomes among learners in Ghana's basic schools.