UNIVERSITY OF EDUCATION, WINNEBA

THE EFFECTIVENESS OF WESTERN DISCIPLINARY MEASURES IN

MANKESSIM SENIOR HIGH TECHNICAL SCHOOL

JESSICA ALMOND PHILIPS

(202146131)

A dissertation in the College of Distance and e-Learning,

submitted to the school of Graduate Studies in partial
fulfilment of the requirements for the award of
Postgraduate Diploma
(Education)
in the University of Education, Winneba

FEBRUARY, 2022
 DECLARATION

STUDENT’S DECLARATION

I, Jessica Almond Philips, declare that this dissertation, with the exception of
quotations and references contained in published works which have all been identified
and duly acknowledged, is entirely my own original work, and it has not been
submitted, either in part or whole, for another degree elsewhere.

Signature………………………………………

Date……………………………………………

SUPERVISOR’S DECLARATION

I hereby declare that the preparation and presentation of this work was supervised in
accordance with the guidelines for supervision of dissertation as laid down by the
University of Education, Winneba.

…………………………………………………………(Supervisor)

Signature: ………………………………………………

Date: ………………………………………………….

iii
 DEDICATION

I dedicate this work to Mr. Emmanuel Owusu and Mrs. Rosesally Owusu who never

gave up on me and sacrificed to make me who I am today. And to my adorable mother,

Rebecca Philips and my lovely sisters, Marrion Philips, Ann-Jane Philips and Ellen

Berkah Philips, you make my world go round.

iv
 ACKNOWLEDGEMENTS

I am much indebted to Mr. Mark Quansah, my supervisor, for his professional

guidance, support and commitment at all stages of this study.

Words do fail me and I can’t seem to find the words to show my appreciation to Mr.

Evans Owusu for his unmatched contributions and insights towards this work. Many

thanks to Miss Catherine Agbo, for being supportive of my dreams.

I am thankful to the Head teachers and tutors of Mankessim Senior High School for

their corporation, consent and giving their submissions to make this study a success.

My heartfelt gratitude goes to my mother and siblings for their prayers, encouragement

and entertainment that kept me going, throughout this journey. To all who contributed

in diverse ways to make this work fruitful, I am most grateful.

v
 TABLE OF CONTENTS

Content Page

DECLARATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

LIST OF TABLES ix

GLOSSARY x

ABSTRACT xi

CHAPTER ONE: INTRODUCTION 1

1.0 Background to the study 1

1.1 Statement of the Problem 3

1.2 Purpose of the study 5

1.3 Objectives of the study 5

1.4 Research questions 5

1.5 Significance of the study 6

1.6 Delimitation of the study 7

1.7 Organization of the study 8

CHAPTER TWO: LITERATURE REVIEW 9

2.0 Introduction 9

2.1 An overview of school discipline 9

2.2 Perspectives on western disciplinary measures 10

2.3 Corporal punishment in schools 13

2.4 Alternatives to corporal punishment 15

2.5 Enhancing effective western disciplinary practices in schools 17

2.6 Barriers to effective disciplinary practices in contemporary schools 20

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CHAPTER THREE: METHODOLOGY 22

3.0 Introduction 22

3.1 Research approach 22

3.2 Research design 23

3.3 Study Population 24

3.4 Sample and Sampling Techniques 24

3.5 Instrumentation 26

3.6 Trustworthiness of the study 27

3.7 Data Collection Procedures 29

3.8 Data Analysis Procedure 30

3.9 Ethical Considerations 30

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF RESULTS 32

4.0 Introduction 32

4.1 Demographic profile of respondents 32

4.2 Teachers’ perceptions on western disciplinary measures 34

4.3 Barriers to western disciplinary measures 37

4.4 Enhancing the application of western disciplinary measures 41

4.5 Discussion 45

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS 48

5.0 Introduction 48

5.1 Summary of findings 48

5.2 Conclusions 49

5.3 Recommendations 50

5.4 Limitations of the Study 51

5.5 Suggestions for Further Research 51

vii
REFERENCES 53

APPENDIX A 58

APPENDIX B 60

viii
 LIST OF TABLES

Table Page

1: Selection of respondents from the population 25

2: Summary of respondents' demographic characteristics 333

ix
 GLOSSARY

COSLA Convention of Scottish Local Authorities

GES Ghana Education Service

GNAT Ghana National Association of Teachers

JHS Junior High School

SHS Senior High School

SHTS Mankessim Senior High Technical School

UNICEF United Nations Children’s Fund

WASSCE West African Senior School Certificate Examination

x
 ABSTRACT

Discipline forms an integral part of the development process of every individual as it

helps shape most students with the blueprint to efficiently and effectively achieve
academic excellence. The study sought to provide insights into the effectiveness of
Western disciplinary measures. Using a case study at Mankessim SHTS in the
Mfantsiman Municipality of the Central Region, focus group discussions and
interviews were employed to find out teachers’ perceptions on Western disciplinary
measures, to explore the barriers to the application of Western disciplinary measures
and to explore the ways of enhancing the application of Western disciplinary measures.
The data collection was done in December, 2021. A sample size of 20 was employed in
the study. Data collected from the interviews and focus group discussions were
analyzed qualitatively through the generation of themes. Results indicated that the
teachers perceived western discipline measures as an expression of student’s rights and
freedom, the expulsion of corporal punishment from the education system and cultural
adaptation. Four barriers were identified with western discipline and these include
conservative nature of teachers and students, experiences of assault, cultural differences
and evidence of misbehaviour. Three strategies which include systematic adoption of
measures, provision of extensive education, policy review was identified as the sure
way to enhance the application of western discipline measures. The study recommends
that government should review the western disciplinary measures in senior high schools
and provide policy guidelines that best considers the views of teachers, and parents on
the best way in the management of students’ discipline. Also, a well-organized
guidance and counselling training should be organized by Ghana Education Service for
some teachers at Mankessim SHTS to help ease the tensions of indiscipline and deviant
behaviours portrayed by some students.

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 CHAPTER ONE

INTRODUCTION

1.0 Background to the study

Discipline forms an integral part of the development process of every individual as it

helps shape most students with the blueprint to efficiently and effectively achieve

academic excellence. Disciplinary action, in its essence, is designed to correct

behaviour and to maintain balance in students (Okolie & Udom, 2019). When

undesirable behaviour or actions are notice in a student, it is thus the prerogative of

head teachers to correct this behaviour and establish more acceptable norms or

standards than those being corrected (Richman, 2015). Discipline is necessary where it

is an action instigated by school management against a student who fails to meet

reasonable and legitimate expectations in terms of conduct and adherence to rules (Bell,

2015). Therefore, discipline and its subsequent rules form an integral part of the school

setting. But, in order for discipline to be effective and yield its desired results, it needs

to be substantially and procedurally fair (Knight, 2016). Very typical of the Ghanaian

setting, corporal punishments as a form of discipline have been employed to aid avert

bad behaviour in schools. Students have impeded the educational process through

severe behaviour infractions warranting disciplinary responses. Historically, the

objective of discipline has been to bring the impulses and conduct of the students into

harmony with the ideas and standards of the school, administrators, and teachers. Some

teachers and even students are of the view that such punishments are more effective and

thus cannot be rooted out (Kassah, Kassah, & Phillips, 2018). Despite these stringent

and punishable measures, school violence and ineffective disciplinary practices have

become perennial problems (Nelson, 2002).

1
However, Durrant and Smith (2010) recommended that, discipline from a modern

scientific view point should not equate punishment but rather cooperative disciplinary

measures could be used to inspire children to make smart choices and develop positive

behaviour. These measures are mostly typical of schools of Western descent. Behaviour

management techniques which include positive reinforcement, negative reinforcement

and frustration non-reward, which are all neither psychologically nor physically violent

are advocate for (Danvers & Schley, 2016).

In recent time non-violent disciplinary measures which uphold the rights of students

have been introduced into Ghanaian schools. In 2016, the Ghana Education Service in

support with UNICEF rolled out a new child friendly school programme, in an attempt

to create a 'safe and protective environment', called the "Tools for Positive Discipline in

Basic Schools". In order to enforce western disciplinary practices, some teachers use

rewards as incentives; these rewards can be either intrinsic or extrinsic. These

incentives and rewards help build positive classroom environment because they add

interest and excitement while still encouraging positive behaviour and discouraging

negative behaviour (Evertson, Emmer & Worsham, 2003, as cited in Stevens, 2018).

Therefore, the practice of western disciplinary measures can enable Ghana achieve the

best educational outcomes for students when approached with a revolutionary mindset

instead of a conservative standpoint. The conservatives are of the view that such policy

is foreign and has high tendency to heighten moral decay and consequently spoil

children (Magiga, 2018).

There is therefore a concern to look into how effective these techniques have been so

far, to ascertain the degree of its sustenance.

2
1.1 Statement of the Problem

In the academic arena, teachers consider students to be the source of school disciplinary

problems (Murphy, Delli & Edwards, 2004). However, research has demonstrated that

undisciplined behaviour from students may be the result of normal reactions to

deficiencies in the school as an institution, and to teachers and headmasters as directors

of the educational enterprise (Agyemang, 2013). Punishing a child stands in the way of

a child’s ethical development because it forces him or her to think about what will

happen when doing something wrong (Kohn, 2006). In order to enforce western

disciplinary practices, some teachers use rewards as incentives. These incentives and

rewards can help build a positive classroom environment because they add interest and

excitement while still encouraging positive behaviour and discouraging negative

behaviour (Evertson, Emmer, & Worsham, 2003).

Typically, in Ghana, school violence, (inclusive of disrespect for authority and school

procedures) fighting, and gang-like behaviours are catalysts to disciplinary actions

which often are corporal punishments to deter others. Myriad of punishments usually

meted out to students over the years have not brought any significant change in

behaviour of students.

Some individuals are of the opinion that the awareness of the change in the approach to

ensuring discipline in schools, by adopting the western modus operandi, makes students

feel that there has been a shift in authority. Where teachers cannot openly punish them

in ways that they have been used to. This breeds insubordination among students and

many manage to take power into their own hands in defense of exercising their rights.

An incidence occurred in August 2020, where there was a viral video in which some

Senior High School (SHS) students were sighted openly insulting the president of the

3
nation over their difficult West African Senior School Certificate Examination

(WASSCE). The students clearly had no respect for the elderly and didn’t even have

reverence for the office of the president, as reported by Deme-Der (2021) on Modern

Ghana online. “It is a clear case of gross misconduct and the earlier strict discipline was

restored in schools, the better it would be for all", he stated.

On 7th September, 2021, the Headteacher of Jachie Pramso Senior High School, Mr.

Francis Donkor was interdicted by the Ghana Education Service (GES) for caning a

female student mercilessly, for being disrespectful. This act goes to emphasize that

corporal punishment remains outlawed and school authorities need not fall foul of the

GES rules, as reported by kasapafmonline.com. As reassuring as this development is

for students and parents, it creates fear in teachers. More so, those who are in support of

the traditional approach to discipline become apathetic towards correcting students

when they go wrong, and would rather leave students to their own fate.

The Director-General of the GES, Professor Kwasi Opoku-Amankwa cautioned final

year students to desist from acts of indiscipline after the 2021 WASSCE. Intelligence

gathered indicated that some of the students had intended to attack some headmasters,

teachers and other students in their schools and also vandalize school property. This

necessitated some heads of SHSs, to invite the police to their schools to provide extra

security for them, Kale-Dery, (2021).

Much eminently, it thus becomes necessary to conduct this study in a pre-tertiary

institution, rather than any other educational institution in order to be able to focus

observations on these particular students. Mankessim Senior High Technical School

(SHTS) also provides a congenial atmosphere necessary for this study, as it is a mixed

sex school and as such gives an opportunity to study both sexes. Furthermore, the

4
school's location in a commercial town, makes it possible for students from diverse

societal backgrounds to converge in order to achieve their educational goals. This

makes the school a place where a broad spectrum of ideas necessary for the study can

be acquired. For this reason, this study is conducted to explore the effectiveness of

western disciplinary practices in Mankessim SHTS.

1.2 Purpose of the Study

The purpose of the study is to explore the effectiveness of Western disciplinary

measures in Mankessim SHTS.

1.3 Objectives of the Study

1. To find out teachers’ perceptions on Western disciplinary measures in

Mankessim SHTS.

2. To explore the barriers to the application of Western disciplinary measures in

Mankessim SHTS.

3. To explore the ways of enhancing the application of Western disciplinary

measures in Mankessim SHTS.

1.4 Research Questions

1. What perceptions do teachers in Mankessim SHTS have about western

disciplinary measures?

2. What are the barriers to the application of western disciplinary measures in

Mankessim SHTS?

3. In what ways can the application of western disciplinary measures be

enhanced in Mankessim SHTS?

5
1.5 Significance of the Study

This study seeks to build knowledge and gather evidence to add to the store of theories

in the field of school discipline. Seeing as school discipline sets a congenial atmosphere

needed for teaching and learning as it maintains some form of decorum. Classroom and

off classroom management problems continue to rank at the top of the teacher’s

headache list.

The study would provide the information needed to bridge the gap between the

knowledge of what works, and the widespread adoption of those practices regarding

school discipline. Though several studies have been done in Ghana with regards to

components of discipline, until recently the institution and effectiveness of western

disciplinary practices have received little investigations and attention. A scant amount

of research exist that relates to the area. As a result, the adoption of western approach

of discipline which frowns on corporal punishment still remain unexplored in Ghana

and Mankessim SHTS in particular (Kohn, 2006). What is not obvious is the

conservative motivations to counter the novel approach to mete out punishment to

students. To gain insight into the underlying drivers of resistance, it is therefore

important to evaluate the effectiveness of the already installed disciplinary measures.

Findings from the study will therefore, serve as a baseline data for professionals such as

schools’ counsellors and appropriate authority like the Ghana Education Service in

orientating both students and teachers. Also, the findings will assist policy makers in

the Ministry of Education at the metropolitan, municipal and district levels in

evaluating existing discipline practices and adopt better ones. Finally, in the academic

arena, it will add up to the already existing research data base on discipline and provide

6
a sense of direction for the improvement of discipline action as well as open up fields

for further research.

1.6 Delimitation of the Study

Delimitations are concerned with the definitions that the researcher decides to set as the

boundaries or limits of a study, so that the study’s aims and objectives do not become

impossible to achieve. Delimitations are thus in the researcher’s control (Theofanidis &

Fountouki, 2019).

The focus of this study is to investigate how effective the adoption of western

disciplinary measures has been in a typical Ghanaian school. The perceptions of

teachers on western disciplinary measures, the barriers to application of the measures

and ways of enhancing the application of western disciplinary measures, are the main

objectives of the study. The location or setting of the study is Mankessim Senior High

Technical School, in the Mfantseman District of the Central Region in Ghana. The data

collection process lasted for a duration of nine days. The study’s subjects were mainly

teachers and some leaders of the school who play a key role in ensuring discipline in

the school. A qualitative research approach was used in this study, to help obtain non-

numerical, open-ended information to understand the opinions of teachers regarding

western disciplinary measures. Interviews and focus group discussions were used in the

collection of data.

The study is limited to teachers and other leaders in administration of the school, and

does not include students, parents and other stakeholders in education in Ghana like the

Ghana National Association of Teachers (GNAT). It does not also include tutors in

other levels of education like the lower primary and tertiary levels, but only covers the

second cycle institution.

7
1.7 Organization of the Study

This research is divided into five chapters. The first chapter of this project deals with

the study's broad introduction. It examined the study's background, problem

description, study rationale, research questions, study objectives, delimitation of the

study and study organization. The second chapter examined a review of related

literature. It discusses the study's theoretical basis, which include: an overview of

school discipline, corporal punishment in schools and barriers to effective disciplinary

practices in contemporary schools. The third chapter focuses on the study methodology

used in the project's execution, which includes: research design; study population;

sample and sampling procedure; data collecting; and data analysis. The fourth chapter

summarizes the study's findings and accounts for debates on the outcomes. The

research ends with chapter five, which discusses conclusions and suggestions.

8
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter reviews literature on the concept of effectiveness of western disciplinary

measures. It expatiates on the concept of discipline, barriers to effective western

discipline practices, and ideas that can contribute to effective discipline practices .

2.1 An Overview of School Discipline

The term “discipline” is derived from Latin word “disciplina” which means to teach.

Rosen (2005) confirms that the term discipline is derived from the word “disciplina”.

However, she indicates that the term could mean: 1. A branch of knowledge or

learning; 2. Training that develops self-control, character, orderliness or efficiency; 3.

Strict control to enforce obedience; 4. Treatment that controls or punishes; or 5. A

system of rules. This apparently implies that discipline means different things to

different people, or can be made up of a combination of either of the meanings.

Discipline refers to educating someone to acquire desired behaviour for both

remediation and prevention purposes (Cotton, 2005). The quality of students’ discipline

in schools is an important factor in determining the intellectual outcome of students and

schools (Reynolds, 1989). According to Rogers (2001), discipline has to do with

guidance and instruction to teach and enhance a social order where rights and

responsibilities are balanced. Discipline is about positive behaviour change (squelch,

2000). Rossouw (2003) observes that when educators discipline learners, they are

making disciples or disciplined persons. In this sense, discipline is regarded as training

9
that develops self-control. According to Oosthuizen, Jwolhuter and Dutoit (2003),

discipline must always be prospective and directed at the development of the adult of

the future. Discipline is the action by management to enforce organizational standards.

In an educational organization, there are many set standards or codes of behaviour to

which learners must adhere or uphold in order to successfully achieve the objectives of

the school (Okumbe, 1998). Any serious learner misconduct involving violent or

criminal behaviour defeats achievement of educational goals (Gaustad, 2005).

According to Nyongesa (2007), discipline is a learning process and entails a

willingness to put forth all the effort that is required to achieve a chosen objective. It is

a system of guiding the individual to make reasonable decisions. It is also a mode of

behaviour that ensures the smooth running of an organization. Chiuri and Kiumi (2005)

allude that discipline plays the vital role of influencing and furthering learning goals in

a school. Rogers (2002) also states that discipline enables individuals to take ownership

of and be accountable for their behaviour to enable learners to develop self- discipline

in school as well as building a workable relationship between teachers and learners.

The aim of school discipline is to create an environment conducive for learning

(Gaustad, 2005). This means that discipline is prerequisite to effective teaching and

learning in schools and should mainly aim at controlling students’ actions and

behaviour.

2.2 Perspectives on Western Disciplinary Measures

Managing discipline in schools is one of the most debated issues in education since the

abolishment of corporal punishment. Surprisingly, it is widely reported that many

schools in Ghana still use corporal punishment as a means of discipline (Dlamini,

1998). Educators and administrators have been using corporal punishment with

10
complete disregard to explicit rules which must be followed. Sogoni (1997) maintains

that the lack of discipline in the family and in society is perceived as a growing

problem and its effects are reflected in the school. Various dimensions of social life are

so closely interwoven that the interactional problems in one area frequently spill over

into other areas. This becomes true when viewing the rapid changes in many spheres of

life, with the school functioning as an educative partner of the home, in service of the

community. It is not possible to specify exactly what constitutes wrongdoing on the

part of the learner because schools are complex organizations with intricate social

interactions. What may be perceived as offensive behaviour by one educator may be

considered as admissible by another. Part of the difficulty in researching the issue of

managing discipline is the range of attitudes and perceptions of all those involved.

Offences in school are difficult to specify and define as they happen within the context

with many dimensions and nuances (Dlamini, 1998).

Blandford (1998) states that discipline is an essential element in educational practice.

At a time when educators and managers are anxious about reported increases in

violence and other forms of anti-social behaviour, there is a need for practical guidance

and a review of current thinking. According to this study it is believed that by placing

the learner at the centre of the management of discipline in schools and by focusing on

educator and learner esteem, a disciplined environment is not only “desirable but also

achievable” (Blandford, 1998). Managing discipline in schools as a whole school

responsibility of the school is based on shared beliefs and values, clear expectations and

boundaries, and consistency as reflected in collaborative policies, procedures and

practices.

11
According to Parker- Jenkins (1999), schools cannot resort to physical punishment and

alternative sanctions are needed, which are effective but which do not contravene

children’s legal or moral rights. “Abolition of corporal punishment has caused us to

reconsider how we perceive children generally, and creates the concerns surrounding

children’s rights” (Parker-Jenkins, 1999). The school is expected to respond to the

needs of society as an enforcer of discipline, yet it cannot perform what the law does

not allow. Alternatives to corporal punishment have always existed and have been used

to varying degrees in schools (Parker-Jenkins 1999). The value of providing

opportunities for educators to network and the importance of support through pre-

service and in-service training should be recognized.

Short, Short and Blanton (1994) state that of all the problems facing educators, student

discipline continues to be the most challenging. They see discipline as the single

greatest source of frustration for principals and educators and it is a self-perpetuating

source of negative feelings among students, parents and the general public. Yet

methods of control used in schools are generally punitive. Such punitive approaches

treat discipline as a matter of employing ‘techniques’ to control behaviour and these

techniques produce little self-discipline and only short-term compliance. Short et al.

(1994) suggestion is to look at discipline as part of the larger learning system, a long-

term training that is expected to produce mental as well as moral improvement. An

effective school administrator must establish a school environment that supports good

student behaviour and sees discipline as an organizational issue that requires a school

wide approach to be successful (Short et al., 1994). These authors believe that by

taking a proactive and preventative approach, the alternative view of discipline

incorporates a balance between punishment and positive reinforcement that promotes

12
the development of self-discipline or the use of appropriate behaviour in a given

situation.

According to Cumming, Lowe, Tulips and Wakeling (1981) in February 1979 the

Secretary of State for Scotland asked the Convention of Scottish Local Authorities

(COSLA) to consider the position of corporal punishment in schools. The investigation

found in all the schools included in the survey, that when corporal punishment was

replaced by a new system of sanctions, disciplinary standards were no different from

those observed in comparable schools that retained corporal punishment. Though the

new systems of sanctions introduced varied somewhat, a common feature of them all

was an increase in organized reporting and referral procedures that secured support for

teachers in dealing with disciplinary problems (Cumming et al., 1981). Consequently,

there was a reduction in the need for educators to act in isolation. Thus, these authors

believe that schools need to be guided and supported with clear guidelines and

principles to make the change from corporal punishment successful.

2.3 Corporal Punishment in Schools

The Ghana education system has historically used corporal punishment to maintain

discipline. Corporal punishment was an integral part of schooling for most educators

and students in this twenty first century Ghana schools (Morrel, 2001). The use of

corporal punishment in society has been associated with both authoritarian and non-

democratic societies. These authoritarian systems suggest that most people in society

are not capable of critical thinking and self-discipline, and must be closely controlled

by those in power through physical punishment (Porteus, Vally & Ruth, 2001). The use

of corporal punishment has been directly linked to the maintenance of unequal power

relations where people are taught to fear disobedience rather than think for themselves.

13
Corporal punishment became entrenched in the classroom in the 1960’s. During these

years corporal punishment was encouraged by teacher training institutions (Porteus et

al., 2001: 5). Over time many educators and parents have come to believe deeply in the

effectiveness of corporal punishment. Along the way the practice of corporal

punishment became deeply woven into the fabric of Ghanaian society (Porteus et al.,

2001). It seems that advocates of corporal punishment are still largely unaware of the ill

effects of this kind of degrading, inhuman behaviour. According to Maree (2000), in

the light of the spiral of violence in Ghana schools, “it should be stated unequivocally

that authoritative research on the topic has, time and again shown that corporal

punishment is significantly linked to a rise in subsequent anti-social behaviour, in

child-parent violence and dating violence”. Furthermore, corporal punishment is

significantly linked to a decrease in cognitive performance and in development of the

neural connections in the brain (Maree, 2000). Thus, all European countries abolished

corporal punishment a long time ago. Russia did so as early as 1917, England followed

and more than half of the states in the USA have done likewise (Maree, 2000).

Therefore, in 2018 Ghana Education Service legislation regarding corporal punishment

in schools finally came in line with this worldwide tendency. Since 2018 corporal

punishment is not allowed in public schools.

Corporal punishment is by its very nature, anti-human and ultimately an abusive

practice that entrenches the idea that violence provides a solution to every problem in

the classroom. The removal of corporal punishment and the elimination of other de-

humanizing practices in schools are necessary steps towards the development of a

culture of human rights in the country. Some parents and teachers strongly believe that

using corporal punishment is the way to maintain moral standards. Many educators

have used corporal punishment without stopping to think of the possible effects it can

14
have on learners. Since we are living in changing times, culture is dynamic and because

of the newly formulated laws of this country, there are conflicting ideas about the

execution of corporal punishment (Dlamini, 1998). Some educators think of it as an

integral part of the teaching and learning situation. They think that fear has to be

instilled into the minds of learners in order to compel them to co-operate. Many

educators believe that corporal punishment must be retained, as they maintain that it is

effective.

2.4 Alternatives to Corporal Punishment

Educators from various schools both private and public feel that learners are becoming

more disruptive and less respectful. Educators argue that the lack of discipline among

learners is making it very difficult to promote a culture of teaching and learning within

the school situation (Mabeba & Prinsloo, 2000). A few educators have found creative,

non-violent ways to approach classroom discipline but the majorities are struggling to

find effective solutions. This problem stems from the fact that neither alternatives nor

in-service training on discipline were provided to educators. Thus, many have come to

believe that there are no effective alternatives. These educators feel that corporal

punishment is the only strategy to maintain discipline in the classroom effectively.

Many educators believe that while there are alternatives for other learners in other

contexts, these possible solutions will not work for learners in their classrooms. There

are also many educators who believe that corporal punishment is wrong, but they do

not always know what to use instead of physical force to maintain discipline and a

culture of learning in the classroom. Discipline is a part of the daily life of learners and

educators, but it is not a simple issue, it demands a great deal of time, creativity,

commitment and resources.

15
Hence, even though alternatives to corporal punishment do exist and are being sought

out by educators, they require a commitment to long-term processes (Benson, 1995).

According to Benson (1995), the banning of corporal punishment in schools has made

educators desperate to find alternative, effective methods of discipline. Authority

structures have banned what was, for many schools, the only form of discipline, and

left nothing in its place. Educators have been forced to look around for organizations

which can offer assistance and some relief. Thus, looking for and trying out alternatives

can no longer be an issue of choice, but are necessities. Educationists, NGOs, teachers,

student organizations and parents have attempted to provide some support and guidance

to educators. However, discussion has made it clear that there is not yet consensus that

corporal punishment is an ineffective and degrading form of punishment. Thus, before

people look at alternatives, they must first be committed to abandon the traditional way

of punishing learners and understand why they should and want to find an alternative

(Benson, 1995). By implementing a proactive approach, educators can put things in

perspective which will safeguard the culture of learning and teaching in their

classrooms. Educators need to look at simple things such as: preparing lessons,

exercising self-discipline, having extension work available, ensuring that teaching and

learning happen consistently, ensuring that learners are stimulated, establishing class

rules with learners, making a space for time out or a conflict resolution corner,

affirming learners, providing a rationale for all classroom activities and building

positive relationships with learners. All these strategies can set the stage for a positive

learning environment and can significantly reduce problems with discipline in the

classroom (Department of Education, 2000).

The positive aspect of the banning of corporal punishment is that educators are forced

to explore other, often ignored, methods of discipline. They could perhaps find new

16
solutions to old problems and these alternatives may even present them with challenges

they will enjoy. However, the negative aspect is that the element of choice has been

removed. The exploring of alternatives has become a desperate, unavoidable measure

to prevent chaos. Furthermore, some educators will undoubtedly view the training they

need in order to implement alternative methods of discipline as an added burden on an

already pressurized schedule (Benson, 1995). Thus, resentment and resistance may set

in.

2.5 Enhancing Effective Western Disciplinary Practices in Schools

Babkie (2006) believes that prevention is the most effective form of behaviour

management. She says that the most efficient way to eliminate misbehaviours is to

prevent their occurrence or escalation from the beginning. “Using a proactive approach

also allows educators to focus more on teaching appropriate behaviours rather than

eliminating negative behaviours”, she maintains. Babkie (2006) provides educators

with simple ideas to manage behaviour and the classroom in general proactively rather

than having to react after a problem occurs. The following are Babkie’s tips for

managing the instructional environment to increase positive academic and behavioural

outcomes, as well as specifics about using behavioural techniques as preventive

measures (Babkie, 2006):

1. Clarify rules so that students fully understand your expectations from the

beginning.

2. Be consistent both in enforcing rules and in managing the classroom

3. Use routines for all classroom activities so that learners know what to do at all

times.

17
 4. Organize the classroom and materials in a way that avoids clutter and that

allows learners to know where to find items and where to return them.

5. Alter the workload for learners’ experiencing difficulty in completing their

work rather than punishing them for lack of completion.

6. Be respectful at all times toward learners.

7. Ensure that learners feel comfortable and capable and that they consider

themselves contributing members of the classroom.

Barbetta, Norona and Bicard (2005) support the ideas presented by Babkie (2006) and

also suggest that educators should be proactive in managing classroom behaviour. In an

attempt to assist educators, she reviews common behaviour management mistakes that

educators could make and provides numerous strategies as to what to do instead. The

following are some of the common behaviour management mistakes that she depicts as

well as what she advises educator to do:

1. Defining misbehaviour by how it works instead of defining misbehaviour by its

function.

2. Asking the learner “why did you do that?” instead of assessing the behaviour

directly to determine its function.

3. Having inconsistent expectations and consequences instead of having clear

expectations that are enforced and reinforced consistently.

4. Educators viewing themselves as the only classroom manager instead of

including learners, parents and others in management efforts.

5. Taking learner behaviour too personally instead of taking learner misbehaviour

professionally.

18
While Babkie (2006) presents discipline techniques to ensure prevention of learner

behaviour, Barbetta et al. (2005) caution educators with regard to mistakes that need to

be avoided to ensure prevention of learner misbehaviour. Barbetta et al. (2005)

maintains that her suggestions will ensure that educators become proactive in

classroom management and thus will be useful in the context of developing and

implementing a comprehensive behaviour management plan. The suggestions provided

by Barbetta are based on the assumption that educators have considerable influence

over learner behaviour, which is particularly true if interventions begin early and are

supported at home as well as the assumption that most learner misbehaviours are

learned and occur for a reason. “It is therefore the responsibility of educators to

determine those reasons and teach appropriate behaviours to replace those

misbehaviours” assert Barbetta et al. (2005). These suggestions are proactive in the

sense that they equip educators with the ability to avoid certain mistakes that could

trigger learner misbehaviour or escalate it.

A study was conducted by Asare Amoah, Laryea and Baiden (2014) on the topic;

Teachers' and students' stake in developing disciplinary strategies in schools: The case

of two public Junior High Schools in Ghana. The study aimed at identifying teachers’

disciplinary measures as well as procedures involved in carrying them out and

exploring children’s experiences and perceptions of these measures in the Effutu

Municipality. Two (2) research questions guided the study. The study was a case study

using the qualitative approach. Thirty-six respondents comprising twelve teachers and

twenty-four students from two public Junior High Schools (JHS) were sampled using

the purposive, stratified and simple random sampling techniques. Data was gathered

through interviews and observations which were analyzed thematically. The study

findings revealed that, the physical and psychological measures such as caning,

19
kneeling, frog jumping, hooting and sending pupils out of class were applied by

teachers in response to various offences committed by students. The study also revealed

that both teachers and students accepted corporal punishments and punitive measures in

general as a normal feature of the school system. There was the firm belief among

teachers and students, that corporal punishments helped to establish order and decorum

in the classroom. It was therefore recommended that cooperative disciplinary measures

as compared to punitive and harsh disciplinary measures could be used to inspire

children and GES was to monitor appropriate disciplinary measures and procedures

used by teachers. School counsellors were to also research on effectiveness of

disciplinary programs and evaluate its impact on students.

2.6 Barriers to Effective Disciplinary Practices in Contemporary Schools

According to Charles (2002), thirty years ago, the vast majority of schools were barely

touched by serious learner misbehaviour. He says that occasionally one would hear of

learners being expelled for violations of dress code, but rarely for violent behaviour,

whereas today, it is a rare school, even in the best neighbourhoods, that remains free

from aggressive, sometimes criminal behaviour by learners. “A few years ago, it was

unthinkable to bring a weapon into school. Suddenly learners began bringing weapons

in such numbers that schools had to implement stringent measures of weapon detection

and confiscation”. “Learners verbally assault educators regularly. They steal, cheat, lie,

and vandalize, use cell phones in class and keep iPod earphones dangling from their

ears", argues Flannery (2005). Flannery further states that it is not just new educators

who struggle with classroom management and discipline issues since, day in and day

out, even veterans wonder what to do with learners who constantly disrespect, disrupt

and demean. He points out that one in three educators report having considered quitting

20
because of the disruptive environment in schools. Furthering his argument, he says that

some educators blame parents and say parents simply do not teach their children

discipline. “Many kids come to school with little regard for rules. They're used to

getting their own way," Flannery maintains. In this way educators do not have a

cultural foundation to build upon.

A study was conducted by Kubeka, (2018), on the topic; Disciplinary Measures: A

Survey from Selected Primary Schools. The study was conducted in Gauteng Province,

South Africa, in a city called Ekurhuleni Metropolitan Municipality, in a township

called Tembisa, which is in Kempton Park city. The study focused on the views of the

teachers on the different disciplinary measures they used as alternatives to corporal

punishment at the selected primary schools in Tembisa, South Africa. It used a

descriptive research design, and it is quantitative in nature. A population of 100

teachers who are based at Tembisa were considered. Probability sampling techniques

were used, whereby 28 teachers were sampled. Data were collected by means of a

structured questionnaire. Data collected were analyzed using descriptive statistics. The

findings revealed that the majority of teachers had not received any training pertaining

to the management of discipline after the abolishment of corporal punishment in

Tembisa schools. Teachers view poor academic performance of learners as affected by

the lack of proper discipline.

21
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter describes the research methodology used in this study. It describes the

research design, study population; sample and sampling techniques, instrumentation,

trustworthiness of the study, data collection procedure, data analysis procedure as well

as the ethical considerations.

3.1 Research Approach

Research is the process of collecting, analyzing and interpreting data in order to

understand a phenomenon (Leedy & Ormrod, 2001). The research process is

systematic, in that defining the objectives, managing the data and communicating the

findings occur within established frameworks and in accordance with existing

guidelines (Williams, 2007).

Research approaches are plans and the procedures for research that span the steps from

broad assumptions to detailed methods of data collection, analysis and interpretation

(Creswell & Creswell, 2018). The research approach selected for the conduction of this

study is a qualitative approach. A qualitative research approach is an approach for

exploring and understanding the meaning individuals or groups ascribe to a social or

human problem. The process of research involves emerging questions and procedures,

data typically collected in the participant’s setting, data analysis inductively building

from particulars to general themes and the researcher making interpretations of the

meaning of the data (Creswell & Creswell, 2018). Thus, this approach would help the

22
researcher to purposefully describe, explain and interpret the collected data, in the

participants’ point of view, which would wholistically lead to discovery.

3.2 Research Design

Research design essentially refers to the plan or strategy for shaping the research that

might include the entire process of research from conceptualizing a problem to writing

research questions, and on to data collection, analysis, interpretation and report writing

(DePoy & Gitlin, 2019). It provides the framework for the collection and analysis of

data and subsequently indicates which research methods are appropriate (Park,

Bahrudin, & Han, 2020). Generally, research seeks to explore, describe or explain a

phenomenon based on data (Sparkes & Smith, 2013). Also, according to Ahuja (2010),

research design is the arrangement of conditions for the collection and analysis of data

in a manner that aims to combine relevance to the research purpose with economy and

procedure.

A case study design was used in the conduction of this study. A case study is an in-

depth study of a particular research problem rather than a sweeping statistical survey.

The case study research design is useful for testing whether a specific theory and model

really applies to a phenomenon in real life.

Gallagher (2019) argues that the case study strategy allows an investigation to retain

the holistic and meaningful characteristics of real-life events. Therefore, the case study

approach is especially useful in situations where the contextual conditions of the event

studied are critical and where the researcher has no control over events as they unfold

such as applies to this research. Egbegi (2018) in his work indicated that aside the

conceptual depth that case studies help achieve, they can be used to achieve a variety of

aims using diverse data collection and analysis techniques. To add to this assertion by

23
Egbegi (2018), Bouncken, Qiu, Sinkovics, and Kürsten, (2021) mentioned that case

studies (particularly in-depth ones) provide the opportunity for a comprehensive

approach to historical and social analysis of complex phenomena such as policy

implementation. This design was employed because the researcher wanted to have

accurate and authentic information for his work. Again, the researcher wanted a fair

representation of the respondents. The design and the methods enabled the researcher

finish his work on schedule because right people were contacted and this enabled the

researcher obtained relevant and first-hand information for his work.

3.3 Study Population

Population is generally a large collection of individuals or objects that is the main focus

of a scientific query (Kothari, 2004). This study focused on house masters and

mistresses, and teachers of Mankessim SHTS. This particular population was captured

because the school is part of the many schools that now use western disciplinary

measures to resolve or stop deviant behaviours among students.

3.4 Sample and Sampling Techniques

A sample is a subset of the population. The main function of sample is to allow the

researcher to conduct the study to individuals from the population so that the results of

their study can be used to derive conclusions that will apply to the entire population

(Dattalo, 2008). According to Sim, Saunders, Waterfield, and Kingstone (2018), a

sample size refers to the number of participants or observations included in a research

study to represent a population. The participants were selected on the basis of their

knowledge and experience relating to the subject under investigation and their

willingness to participate in the interview.

24
Purposive sampling technique was used to select participants for the study. This type of

sampling is a non-probability sampling method that is most effective when one needs to

study a certain cultural domain and helps to decide what needs to be known and sets

out to find people who can and are willing to provide the information by virtue of

knowledge or experience (Etikan, Musa, & Alkassim, 2015). Purposive sampling is

intentional selection of informants based on their ability to elucidate a specific theme,

concept, or phenomenon. It involves an iterative process of selecting research subjects

rather than starting with a predetermined sampling frame (Steinhauser & Barroso,

2009). Though, there are a number of staffs, only 20 were selected. This was

determined after the 20th participant was interviewed. The data reached saturation by

the 20th interview as successive participants gave similar responses and no new themes

or subthemes were generated. These respondents represent a proportion of the

population. The shortcoming of the results on generalization was relieved by

triangulation by purposively selecting key informants who are abreast with the subject

matter to respond to the research questions to clear doubts and uncertainties. This

sample technique is considered because it gives in-depth and accurate information

about a particular phenomenon under study.

Table 1: Selection of respondents from the population

Respondents Sample size

Senior house master/mistress 2

Teachers 18

Total 20

Source: Field data, 2021

25
3.5 Instrumentation

A research instrument is a tool use to collect, measure, and analyze data. In this

research, interviews guide, and focus group discussion (FGD) were used to collect the

data. The primary sources of data were collected through semi-structured interview

guides. Semi-structured interview guide was designed for both individual interviews

like the focus group discussions for senior house masters/mistress and teachers. These

participants were selected based on their years of experience in the teaching field and

engagements with students over a period of five years.

Azumah (2018) defined interview as a person-to-person interaction between two or

more individuals with a specific purpose in mind. Interview guide was developed to

guide the interview process. The rationale for using this approach was to enable

collective engagement of individual respondents within which questions were

formulated and asked spontaneously as the interview progressed. This approach also

allowed the respondents to freely express their opinion. This therefore supports

Azumah (2018) view that a good interview is one in which the interviewee takes over

the control of the interview situation and talk freely.

Focus group meetings were held with identifiable teachers within the study school

amongst which were headmaster, a house master, a house mistress, as well as teachers

from different departments. This was carried out to generate different ideas in order to

put their position on the disciplinary measures in perspective. The focus group

discussion was undertaken in two groups with nine members in each group, until the

desired information was gotten.

According to Kruger and Casey (2008), the ideal size of a focus group is 8-10 subjects,

in addition to a facilitator who takes notes. A larger group would limit the detail of

26
some responses due to the fact that some participants may feel pressured to share

airtime with others. Also, participants in a smaller group may feel an uncomfortable

pressure to talk more than they would otherwise, in order to fill dead air. Thus, the

researcher selected 9 participants to be in each group in order to bring out more useful

outcomes.

3.5.1 Validity of Instruments

According to Eshun and Effirim (2007) validity refers to the appropriateness or

correctness of the results of the instrument used during a study. Validity determines

whether the research measures what it intended to measure and to approximate the

truthfulness of the results. The researcher used face and content validity to validate the

instruments. Face validity is the extent to which the instrument is subjectively viewed

as covering the concept. Content validity refers to the extent to which a measure

represents all facets of a given construct. To ensure face validity of the instruments, the

researcher gave the test items to two experienced teachers who had in-depth knowledge

in teaching Integrated Science to get a feedback on whether the instruments are

relevant. Clarity of wording, layout and style and the likelihood that the target

population would be able to answer the questions were all considered. Also, to ensure

content validity of the research instrument, the researcher gave the instrument to his

research supervisor for scrutiny. Necessary modifications and corrections were made

by the supervisor in order to ensure content and face validity of the instruments.

3.6 Trustworthiness of the Study

Trustworthiness or rigor of a study refers to the degree of confidence in data,

interpretation and methods used to ensure the quality of a study (Connelly, 2016).

Trustworthiness in a study can be established by the use of criteria such as credibility,

27
transferability, dependability and confirmability, to help ensure transparency of the

conduct of the study.

Credibility of the study, or the confidence of the researcher in the truth of the study and

therefore the findings, was ensured through triangulation and peer de-briefing. In-depth

interviews were conducted with teachers with different positions and length of

experience in the teaching field as well as the school. This strategy helped to ensure the

validity and credibility of the study’s findings.

Dependability of the study, which refers to the stability of the data over time and over

the conditions of the study (Connelly, 2016), was ensured trough peer-debriefing with

colleague researchers. Also process logs of the researcher’s notes of all activities that

happened during the study and decisions about aspects of the study, such as whom to

interview and what to observe, were duly inspected by the supervisor to ensure that

they were relevant to the study and thereby made the study’s findings very dependable.

Confirmability of the study, which refers to the neutrality or the degree to which the

findings of the study are consistent and could be repeated. This is analogous to

objectivity in quantitative research (Connelly, 2016). The findings of the study are

based on participant’s actual responses and not any potential biases or personal

motivations or predispositions of the researcher.

Transferability of the study, is the extent to which findings are useful to persons in

other settings, and readers can actually determine how applicable the findings are to

their situations (Connelly, 2016). The prevailing environment of the study, which is

Mankessim SHTS, provided a congenial atmosphere necessary for this study. It is s a

well-integrated school made up of students of both sexes and students from diverse

28
locations. The processes of data collection and analysis were meticulously undertaken,

and as such the study’s findings can be applicable to similar contexts and situations.

3.7 Data Collection Procedures

In this study different methods and techniques were used to complement each other to

generate first-hand information. Participatory methods, including Semi-structured

interviews and key informant interviews were used as methods of data collection. The

reason for using semi-structured interviews was to permit identification of not just the

variables that influence perceptions of teachers as it regards Western disciplinary

measures, but also to describe happenings and behaviours and to explore why they

occur (Marshall & Rossman, 2006). Interviewing gives the interviewer the opportunity

to establish a personal relationship with the interviewee in order to obtain the necessary

information for the study (Rubin & Rubin, 2005).

Interview guide was generated and made up of questions that are strictly based on the

objectives of the study for easy categorization. The interview guide approach, uses a

predetermined outline and sequence, in which open end approach allows the

interviewee to contribute toward the richness of the information accrued. The interview

guide was used to ensure flexibility regarding sequence and formulation. The duration

for data collection was 9 days. Interviews were semi-structured, lasting mostly for 30

minutes. The researcher used a mix of tape-recording and note-taking. The focus group

discussion took a day and each session of the discussion lasted for 45 minutes. The

researcher used a mix of tape-recording and note-taking.

29
3.8 Data Analysis Procedure

The interview and focus group discussion responses were digitally recorded and then

transcribed. The transcribed interviews were read and the essential issues reported were

categorized and annotated in various units for analysis. Also, field notes taken to

capture non-verbal cues were added to enrich the transcripts. This was to ensure that

such valuable information was not omitted in further analysis. Thematic principle was

applied in the process. The collected information was sieved, sorted, grouped and

assembled in accordance with the question numbers that acted as the coding system in

order to solicit the emerging issues/points and to establish certain patterns in all the

answers. The summarization of the collected information was done mainly based on

typology and quasi statistics, that is, classified, grouped, themed or patterned and the

number of times or frequencies a subject/topic was mentioned in the interview process

(Vibhute & Aynalem, 2009).

3.9 Ethical Considerations

Ethical clearance was sought from the Committee of Human Research, Publications

and Ethics of University of Education, Winneba. Permission to conduct the study was

also obtained from Mankessim SHTS. The policy of voluntary participation was strictly

adhered to throughout this research. All participants were well informed about the

purpose of the research using the information sheet. Written informed consent with

respondents’ anonymity, privacy and confidentiality was obtained from all participants.

In the same way, as the participants decide to participate, they are free to withdraw and

to discontinue participation at any time and this is indicated in the consent form to be

signed by the respondents. Anonymity of informants were ensured by using pseudo

30
names in the analysis of the data. All information that was collected in this study was

given code numbers, hence reports not linked in anyway with names.

31
 CHAPTER FOUR

DATA ANALYSIS AND DISCUSSION OF RESULTS

4.0 Introduction

This chapter describes the findings of data generated from the respondents on

effectiveness of western disciplinary measures. Views that were common to all the

respondents are also presented. Using thematic analysis, three (3) main themes emerged

from the data and these were; teachers’ perception about western disciplinary measures,

hindrances to western disciplinary practice, and enhancers to western disciplinary

measures. These main themes and their sub themes are presented with anonymized

verbatim quotations from the respondents using pseudonyms. A background

description of respondents of the study is also provided.

4.1 Demographic Profile of Respondents

Respondents interviewed were 20 from Mankessim SHTS. The results shown in Table

4.1 represent the demographic characteristics of respondents in the study. The

respondents were dominated by males (60 %) with 40 % being females. Most of the

respondents were between 31-40 years (45%) followed by ages between 20-30 years

(30%), then between ages 41-50 representing 20% with the least between 50-60 years

(5%). The married amongst the respondents represent 70%, with 15% single, 10% co-

habitation and 5% divorced. For the highest level of academic qualification attained by

the respondents, the majority 16 (80%), had first degree with only 20% with master’s

degree. The respondents’ work experience spanned from less than two years working

experience with 5 (25%), between two to five years working experience with 7 (35%),

between six to ten years working experience with 5 (25%) and between eleven to 15

32
years working experience with 2 (10%). Those with more than 15 years working

experience constituted the minority with 5% of the total population.

Table 2: Summary of respondents' demographic characteristics

Profile No. of responses % of Respondents
Gender
Male 12 60
Female 8 40

Age range
20-30 6 30
31-40 9 45
41-50 4 20
51-60 1 5

Marital Status
Single 3 15
Married 14 70
Divorced 1 5
Co-habitation 2 10

Level of Education
First degree 16 80
Masters 4 20

Working Experience
Less than 2 years 5 25
2-5 years 7 35
6-10 years 5 25
11-15 years 2 10
Above 15 years 1 5

Source: Field data, 2021

33
4.2 Teachers’ Perceptions on Western Disciplinary Measures

In the first part of the field study, respondents were asked to explain their clear insight

on western disciplinary measures. This description was used to organize the thoughts of

respondents into themes. The data of the 20 respondents was evaluated based on the

way in which they defined western disciplinary measures. The presented ideas were

separated based on similarities in the definitions. Based on the data, three dominant

perceptions were identified. These perceptions are: expression of student’s rights and

freedom, expulsion of corporal punishment, and cultural adaptation. The teachers were

unvaried in terms of their perspectives (i.e., opinions) and conceived indiscipline as an

issue confronting administrative effectiveness.

4.2.1 Expression of rights and freedoms

Respondents’ views create a mental picture of the infiltration and prioritization of

foreign discipline among locals. The teachers viewed western discipline as a defense

mechanism to child’s welfare. The system upholds the discipline of students without

sacrificing their rights whatsoever. Much attention and credence are given to the

grooming to the student child without intimidation from authorities. The disciplinary

measure protects students and allows them to freely express themselves and prevents all

forms of bullying from teachers.

In relation to this, a respondent had this to say:

Western disciplinary measures make use of child centered methods of

ensuring discipline and give children the freedom to make decisions and

express themselves freely. Is devoid of imposition and stringent means of

ensuring discipline. (FGD Respondent 5, English Teacher).

34
Another respondent commented:

Some teachers misconstrue corrective discipline to bullying which is so

wrong and uncalled for. But western discipline tries to instil proper career

directions to students by putting in measures to disallow any engagements

of immorality. In this case the rights of the students are measured to

encourage good behaviour. (FGD Respondent 7, Science Teacher).

4.2.2 Expulsion of corporal punishment

A section of the teachers viewed western disciplinary measures as a platform to instil

discipline through less stringent means other than the traditional way which sometimes

endorses flogging. Western discipline nurtures students on a pedestal that creates room

for them to make free decisions without the influence of any teacher.

With reference to this, a respondent commented as follows:

I think western discipline completely bans us teachers from exercising our

authority in the class room and to further instil discipline which enforces

behaviour change. Well, flogging students wasn’t something I condoned,

but you see, the availability of the cane itself was used as a decoy to

measure compliance. From where I sit now, I can confidently say that

moral decadence has taken centre stage of the school over this short period

of time. (FGD Respondent 2, Government Teacher).

Another respondent expressed his position in a similar fashion as follows:

Students now jubilate over the western discipline measures that they are

witnessing in their regime because they believe now they have been untied

from the rigid and cruel nature of some teachers in administering

35
 punishment. They believe their freedom is paramount and a such should be

free from all encumbrance. Although the measures are alien in our setting

but its nature of correcting a student in a more subtle way is surely the way

to go in this dispensation. Although, in some instances it has made us

teachers a bit handicap but has help remove punishment in brutality form.

(FGD Respondent 1, Literature Teacher)

4.2.3 Cultural adaptation

All the respondents perceived the discipline measures as a planted seed in a fertile soil

ready to germinate in an unfavourable climatic zone. The whole idea is that, the

measures are foreign and its adaption shouldn’t have been imbibed swiftly but rather be

assimilated sequentially into the local cultural content. They expressed worry about the

over pampering of the whole student body without paying recourse to the future

repercussion.

With respect to this, a respondent commented as follows:

Ghanaian leaders are fond of copying foreign cultures in whole, without

considering the culture of the people. As we all know western system of

ensuring discipline and the African system is not equal. Our culture is

different. Parents contribute more into the education of wards and as such

should play a major role in making decisions. But it is rather the

government that is dictating how children should be disciplined. (FGD

Respondent 4, Geography Teacher).

The Western measures of ensuring discipline are too soft and friendly and do not align

with the Ghanaian culture and identity.

In like manner, another respondent reported her sentiments as follows:

36
 Interestingly, schools abroad have equipment and resources that make it

easier to enforce this system over there, for example, cameras and trained

security personnel to monitor student activities and ensure order. But sadly,

the adaption of such system in our case has bred immorality, lateness,

absentees, truants and the likes among students. Counselling which has

been identified as the last resort is also greeted with contempt. (FGD

Respondent 6, Business Management Teacher).

4.3 Barriers to Western Disciplinary Measures

The study identified sub-themes such as conservative nature of teachers and students,

experiences of assault, cultural differences and evidence of misbehaviour. The study

revealed that teachers were worried about the negative experiences that is attached to

the sudden shift in discipline. Some of them posed these self-questions. Like how long

will it take for both teachers and students to buy into the novel discipline fully, the

extent to which the discipline may impact on the academic, social and moral lives of

students and how to cope with the novel changes in discipline over time.

4.3.1 Conservative nature of teachers and students

Many Ghanaians are conservative and do not adapt to change. As such accepting new

ideas will not happen overnight but much time and effort. Divergent position was

expressed by the respondents. Some hold primitive mindset and mentioned that it will

be difficult for them to come into terms with the western discipline measures although

it’s now in full force. They saw such an act as imposition of discipline that needs to be

relooked at by the Education Ministry. The other section of the teachers saw it to be a

global evolution of the educational structures and as such what has been successfully

operationalized in one country can definitely be replicated in another country and that

37
is what the Ghanaian education system is witnessing. Therefore, they do not have any

qualms about the western discipline measures. However, the mindset of both teachers

and students is making the measures fail. Teachers do not accept it and students are not

used to it and these boils down to the cultural differences and different educational

systems being wrapped together.

In relation to this, a respondent had this to say:

As for me, I still hold onto the old style of instilling discipline although at a

minimal space to command compliance of students. I am very conservative

likewise some of my colleague teachers. We feel like we are selling our

identity to people who don’t value us and are also not ready to learn any

good thing from us. Even some of the students share in this sentiment and

they mentioned that we as a people are losing our identity because of the

so-called globalization. (FGD Respondent 13, Sculpture Teacher).

4.3.2 Experiences of assault

The way students have embraced the discipline measures is alarming in that, it protects

their rights more than the rights of the teachers. As a result, there is the growing spate

of act of insubordination among the student body. Teachers feel like the system fights

for child rights, but not the teacher’s rights and as such feel reluctant to apply the

measures to yield the needed results. Novice teachers mentioned that the system present

security challenges to teachers in the discharge of their mandate.

With reference to this, a respondent commented as follows:

Hmm…in correcting students for their wrong doings some do attack us

physically and verbally and sometimes the help of the police is needed to

control them. We are witnessing this because off late we do not discharge

38
 and form of corporal punishment to students again so they have taken

advantage to repay or attack us. (FGD Respondent 10, Graphic Design

Teacher).

Another respondent recollected her ordeal as follows:

Uhm…I nearly received a slap from a student in class whiles teaching. In

fact, I was astonished that a student could approach a teacher and threaten

her, all because of adaption measures. The students feel empowered

because of the rights they are enjoying which shouldn’t be the case. The

attitude of some of the students is so appalling and calls for their dismiss

but because of the measures instituted by GES, these students are roaming

freely without been punished. (FGD Respondent 18, Social Studies

Teacher).

4.3.3 Cultural differences

Variation in cultural setting is impeding the smooth execution of the discipline

measures. The form of discipline exposed to students both at home and school right

from infancy are different. In the same vein, countries with different cultures will

definitely face a bigger challenge if the other wants learn and adapt its culture. The

cultural differences and differences in parenting do not always help to yield the

expected results. In the western world, students feel the system is very soft and

toothless as compared to the traditional setting in the less developed countries, which is

punitive and piercing.

In the Ghanaian setting the system does not frown on act of immorality and the likes

but the western world condones such as acts from kids without meting out punishment

39
to them. So, it is clear that the differences in culture alone can hinder the application of

western discipline measures.

With reference to this, a respondent asserted that:

The familiarization of students with the traditional system of ensuring

discipline at home is making it difficult for them to guzzle the western

discipline. She further reiterated that, "students at some point go over board

and inconvenience teachers with their so-called rights, in that, the kind of

discipline they receive at home is different from what they receive at school

causing a great mismatch in discipline methodology and application. (FGD

Respondent 16, Textiles Teacher).

4.3.4 Evidence of misbehaviour

On any day before a teacher can punish a student then that particular teacher must write

in ink his statement of justification before such action can be discharged. Teachers

therefore, are of the view and position that GES has treated them unfairly on this score

and advice that they should rescind on their decision if truly they want to get positive

feedback on the disciplinary measures. Regarding this factor, a respondent had this to

say:

Sometimes my wandering mind tends to wander how the system has

deteriorated to this point of no return…. Like how? The students the

country is churning out off late lack moral values and proper up bringing

unlike the years back where punitive and deterrent measures were correctly

instituted. My sister we are in the dooms day because what we are

witnessing is not pleasant at all. It really saddens my heart, that before I

legitimately punish a student of bad behaviour who could be my child I

40
 should write to the headmaster and justify that before I can do so. Then

who loses and who gains, me or the child? That is food for thought.

(Respondent 11, Elective Mathematics Teacher and a senior house master).

Teachers admitted that it is time consuming putting down the punishment extract on

paper and much difficult to provide evidence of student misconduct.

A respondent submitted in relation to this point that:

Some teachers are facing the full rigors of the law, due to the approach

they used to discipline some students. Students now have been left to their

own fate because nobody wants to lose his/her job due to the lifestyle of a

recalcitrant. (FGD Respondent 4, Geography Teacher).

4.4 Enhancing the Application of Western Disciplinary Measures

A meticulous look at the application style depicts that, the discipline measures suffer a

huge gap which has made it difficult for teachers and some students to cope with it.

Teachers claimed that the implementation approach of disciplinary policy may have not

be well looked into and the appropriate stakeholders may have not be well consulted as

well. This launched the theme into the findings on measures that will enhance the

smooth application of the discipline. In the course of the interviews, the participants

described some of the strategies and these include systematic adoption of measures,

provision of extensive education, and policy review.

4.4.1 Systematic adoption of measures

Respondents at some point admitted that the world is a global village and life in itself is

not static rather dynamic and as such certain portions of the education policy could be

amended to suit the current trend of education. However, the change should not be

41
swift to cause disorientation but rather should be systematic to trap the beneficiaries

into the policy net. Buy-in of the discipline measure is key at the early stage and with

time, teachers and students will then begin to appreciate the system.

A respondent remarked in relation to this as follows:

The measures came as a surprise package to me and in fact I felt reluctant

to confirm to it. We teachers are the enforcers so at least the education

ministry should have organized a workshop for us to understand the terms

of the policy measures be implementing. Even though it has already been

introduced into the system room should be created for people to assimilate

gradually. (FDG Respondent 18, Social Studies Teacher).

Another respondent expressed similar sentiment that:

The transition from the traditional measures being used in schools to the western

system was too swift leading to ineffectiveness in the schools. Therefore, time should be

allowed for teachers and students to adjust properly. All hands must be on deck in

order to reap the full benefit of the policy measure. That notwithstanding, the role of

parents in inculcating morals of the western discipline should be upheld. (FGD

Respondent 1, Accounting Teacher).

4.4.2 Provision of extensive education

Teachers lamented that the system refused to recognize them as a major stakeholder

prior to the introduction of the discipline measures. However, teachers think the only

way to go is an all-inclusive education. At this stage all concerns and expectations

could be noticed and addressed appropriately to reverse any canker. Education is

needed for both students and teachers, to help them better understand the system.

42
A Respondent remarked in reference to this point that:

Parent-teacher relations should be encouraged as a means of joining all

hands to facilitate a harmonious and uniform means of discipline, at home

and in school". He further added that, "parents should be involved and

educated on western discipline measures, so they can apply them at home,

to help students familiarize better with the measures.

To find a better and sustainable solution to the inherent problems of the adopted

discipline measures. Another concerned teacher suggested this;

We teachers being the policy enforcers must be well educated to enable us

use the western measures well to the benefit of the students. A day or two

should be given off to help bring all students together to educate them

about their rights and responsibilities and be sensitized about the dangers

of putting up bad behaviour thereby stressing on the discipline measures.

(FGD Respondent 16, Textiles Teacher).

4.4.3 Policy review

Taking into consideration the westernization of the whole discipline measures, to reap

the intended outcome of the already instituted discipline then total overhauling of the

measures should be carried out. The whole policy measures should be reviewed by all-

inclusive competent team in an open forum who will then look at the gaps and best way

of practice moving forward.

Regarding this factor, a respondent revealed that:

Teachers, parents as well as government representatives should all be

consulted before making policies that require cultural change such as what

43
 we are witnessing. This would make all persons involved be more receptive

of its use and practice". She continued that, "some level of power should be

given to teachers to enable them to use their discretion to apply soft

punishments, like kneeling down. Not all maters should be reported to the

administration. (FGD Respondent 6, Business Management Teacher).

Another respondent mentioned that:

Priority shouldn’t only be given to the student’s rights, but the teacher’s

welfare should also be prioritized. Flogging should be reintroduced in a

limited way, and give some modified guidelines in applying the traditional

system. The positive aspects of the western system should be blended with

the positive aspects of the traditional system, to create a modernized form

of ensuring discipline to create a balance. (FGD Respondent 13, Ceramics

Teacher).

In like manner, a respondent also put it this way:

Parents should be included in whatever decision the school make regarding

their children. If the student is not behaving well, the parents should be

called in to assist the school authorities in managing the child. The school

should have a relationship-building workshop with parents, where the

parents will be invited to talk about issues that affect the students; how

parents need to relate with students by speaking and correcting them with

love dwelling on the western discipline measures. Parents should be

encouraged to praise their kids for the good they do. (FGD Respondent 2,

Government Teacher).

44
4.5 Discussion

Teachers attached different meanings to the word “western discipline”. It became

evident that to some teacher’s western discipline is synonymous with expression of

student’s rights and freedom; to some teachers it is synonymous with the expulsion of

corporal punishment and to some it is synonymous with cultural adaptation.

Most teachers perceive western discipline as an empowerment tool through the use of

toothless laws to shape the behaviours of students. On the other hand, some teachers

hold the opinion that western discipline is synonymous with corporal punishment or

punitive measures. Few of the teachers mentioned that they grew up and were educated

in a school system where child rights violations were prevalent and that shaped their

thinking as a result such tradition should not be nipped in a bud but still be in operation

to put stubborn students on their toes. This conclusion supports Hafner-Burton’s (2012)

argument that corporal punishment which is in direct contravention of the law, is

regrettably practiced in some schools. It is also crucial to note that teachers who never

relied on corporal punishment as a means to establish discipline are not facing as many

challenges as those that had relied partially on corporal punishment.

What is evident is that these teachers fail to see the ultimate purpose of western

discipline as the warrant for learners to make decisions on their own. Those who see

discipline as declaration of rights and freedom have their perception of western

discipline aligned with Nhambura’s perception (Nhambura, 2020). He asserted that

western discipline provides a learner with the skills to take decisions and act

responsible and law-abiding student.

The survey revealed that most teachers are struggling to find alternatives that will

enable them to feel in control of the learners they teach, because of the rights they seem

45
to have at the expense of the teachers. The enormous rights students have within their

space is breeding miscreants in which teachers find it very difficult to deal with such

misbehaviours. This finding agrees with Jackson (2018) who documented that, the

main cause of teachers’ stress is learner misbehaviour. Some students are not

cooperative towards their teachers and turn to violent and aggressive behaviour, smoke

marijuana. This confirms what is expressed by Jackson (2018) where he mentioned that

students constantly disrespect, disrupt and demean with the little freedom they get. This

also confirms Dietrich and Cohen (2021) report that students verbally abuse and

threaten their teachers.

None of the teachers received formal training with regard to the western discipline

measures prior to its operationalization. The neglection on the part GES has made some

teachers take entrenched position in their conservative ideology. Knowing that change

is a gradual and challenging process for teacher’s, staff development is necessary in

expanding teachers discipline skills. A teacher needs to develop himself/herself

continually; attending workshop and seminars to learn more on discipline approach and

strategies; seeking for more knowledge and better ideas to enhance teaching. Sadly,

none of the above details was seen in practiced in the study area. This finding support

Postholm (2019) who reported that educator’s development is a central component in

almost every proposal for improving education.

Practically, it revealed that discipline measures were not gradually introduced into the

school system but rather was “cut and paste” exhibiting an autocratic system of

governance. Teachers did not have the opportunity to know the content of the measures

before its introduction. Regrettably, and with a little bit of sentiment they mentioned

that the discipline measures are already in operation and the only way to imbibe is for

GES to educate and train all relevant stakeholders on their rights and the roles order to

46
achieve the ultimate. This confirms the view of Sunker (2021) that timely training of

teachers makes a better contribution to improving school governance and make

teaching and learning more effective. It came to the prow that, student involvement in

formulating and negotiating school measures often increases their commitment to

conforming with school expectations. In consonance, Abubakar, Elrehail, Alatailat, and

Elçi, (2019) indicated that shared decision-making can model effective skills and shape

learners’ behaviour.

47
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

5.0 Introduction

The focus of the previous chapter was the analysis and interpretation of data collected

through interviews with the intent to find answers to the research questions of the

study. This chapter provides the conclusions drawn from findings of this study in terms

of teachers’ perceptions on western disciplinary measures, barriers to the application of

western disciplinary measures, and the ways of enhancing the application of western

disciplinary measures. Recommendations of a practical nature to the problem of

western discipline are also provided.

5.1 Summary of Findings

5.1.1 Socio-demographic characteristics

The majority of respondents were young adults, implying a dynamic and active

workforce enhancing the learning and teaching process for students. Respondents work

experience positively influenced study outcome as most teachers were able to compare

and contrast practical experiences gathered over the years.

5.1.2 Teachers’ perceptions on western disciplinary measures

The teachers perceived western discipline measures as an expression of student’s rights

and freedom, the expulsion of corporal punishment from the education system and

finally as cultural adaptation.

48
5.1.3 Barriers to the application of western disciplinary measures
Four important subheadings were identified as the barriers to western discipline and

these are conservative nature of teachers and students, experiences of assault, cultural

differences and evidence of misbehaviour.

5.1.4 Enhancing the application of western disciplinary measures

Three important strategies which includes systematic adoption of measures, provision

of extensive education, policy review was identified among respondents as the sure

way to enhance the application of western discipline measures.

5.2 Conclusions

The introduction of a novel discipline measures is difficult aspect to deal with within

schools, especially because of the human element that is involved in its application and

the subsequent procedures and outcomes. When applied appropriately, it is a powerful

tool to bring about change in learners’ behaviour. As much as this is true, the exact

opposite can also cause substantial harm to learners (students) when they take entrench

position not to comply to the measures. The results of the study revealed vital

information about the perception of teachers on western discipline measures, the

barriers, and ways to enhancing the application of western disciplinary measures. It

became obvious in the study findings that, large majority of educators (teachers)

surveyed felt that the measures instituted by GES favours learners instead of educators

(i.e., the enforcers of the measures). The haste in cultural adaptation which gives

priority to the rights of learners is gradually giving birth to all sort of deviant

behaviours in the school with others assaulting educators verbally and physically.

Policy review, extensive education and systematic adoption of discipline measures is

needed in the education system so that educators can apply the western discipline fairly

49
and consistently, overcome biases and errors without infringing on the rights of learners

to ensure transparency and legitimacy of disciplinary action. The results highlighted

some of the recommendations that the respondents gave to improve on the western

discipline measures.

5.3 Recommendations

Based on the study's research results and conclusions, the following recommendations

are being made to influence policy and improve discipline measures;

This study recommends that well-organized guidance and counselling training should

be organized by Ghana Education Service for some teachers at Mankessim SHTS to

help ease the tensions of indiscipline and deviant behaviours portrayed by some

students.

In terms of practice, the government should strengthen the use of both traditional and

western disciplinary methods through sensitization of all stakeholders on the

significance of each discipline method in order to enhance ownership of decisions.

In terms of policy making, the government should review reintroduction of corporal

punishment but with modified guidelines and consider its combination with western

disciplinary methods in the management of students to create a modernized form of

instilling discipline

The government should review the western disciplinary measures in senior high

schools and provide policy guidelines that best considers the views of teachers, and

parents on best way in the management of students’ discipline.

50
5.4 Limitations of the Study

As with all qualitative research, the sample cannot be considered representative of the

perspectives of all teachers in the school on western disciplinary measures in Ghana.

Only those who were willing to discuss their experiences were asked to participate in

the study.

The study encountered some methodological problems such as limitation associated

with the sampling of respondents as well as the techniques adopted for the research.

Also, some of the relevant issues have not been documented and in such cases the

researcher relied on the memory of persons to be interviewed. The accuracy and

chronological sequence of data and resulting information is therefore likely to be

affected by the limitations of the human memory.

Another limitation inherent in this research is the limitation of qualitative research

being the non-generalizability of some findings. Being the instrument and the sole

interviewer of the study (especially with the collection and analysis of qualitative data),

the researcher’s biases may have influenced the interpretation of the research findings.

Despite these limitations, the results should be seen as a contribution to an ongoing

effort to fill the gap in the existing literature on teachers’ perceptions on western

disciplinary measures.

5.5 Suggestions for Further Research

The investigation in this research has shown potential research area that can be studied.

For instance, future researchers can commission a study that would look at a

comparative study on the perception of teachers, students and parents on the

51
effectiveness of western discipline measures in some selected public senior high

schools in Ghana.

52
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 APPENDIX A

INTERVIEW GUIDE

This study is being conducted as part of the requirements for a Post Graduate Diploma in

Education course. The purpose of this study to explore “The Effectiveness of Western

Disciplinary Measures in Mankessim SHTS”. The information you provide will be used

exclusively for academic purposes. Your cooperation is very much anticipated since data

collected will be treated with complete confidentiality.

Interviewer’s code…………………

SECTION A

Personal Data

Please kindly tick and appropriately write response where applicable.

1. Gender: Male [ ] Female [ ]

2. Age Group: 20– 30years [ ] 31 – 40years [ ] 41 - 50years [ ] 51 – 60years

[]

3. Marital status: Single [ ] Divorce [ ] Married [ ] Co-habitation [ ]

4. Level of Qualification: Degree [ ] [ ] Masters [ ]

5. How long have you been teaching?

Less than 2years [ ] 2-5 years [ ] 6-10 years [ ] 11- 15years [ ] above 15years [ ]

58
 FOCUS GROUP QUESTIONS FOR TEACHERS

1. What is your general perception about western disciplinary measures?

2. Give examples of western disciplinary measures you have seen being employed

in the school.

3. What kind of indiscipline problems do the management of the school encounter

from students?

4. How effective have these disciplinary measures been in helping to achieve the

disciplinary goals of the school?

5. What are some of the challenges or barriers associated with the application of

western disciplinary measures?

6. What are some of the measures used in mitigating these challenges?

7. Suggest some ways that will help advance or improve the application of western

disciplinary measures in Mankessim SHTS.

59
 APPENDIX B

INTERVIEW GUIDE FOR MANAGEMENT

1. What is your general perception about western disciplinary measures?

2. Give examples of western disciplinary measures you have seen being employed

in the school.

3. What kind of indiscipline problems do the management of the school encounter

from students?

4. How effective have these disciplinary measures been in helping to achieve the

disciplinary goals of the school?

5. What are some of the challenges or barriers associated with the application of

western disciplinary measures?

6. What are some of the measures used in mitigating these challenges?

7. Suggest some ways that will help advance or improve the application of western

disciplinary measures in Mankessim SHTS.

60