Abstract:
Teachers are by statutes and board regulations in a unique way charged with the direct
responsibility for maintaining order in schools. Quite often, teachers use strategies that tend
to give more power to themselves such as rules, regulations, punishment and rewards, to
maintain order to the exclusion of students’ own efforts such as, students’ learning to self regulate their behaviour based on their own experiences. The study investigated teachers’
understanding and practice of classroom discipline principles in basic schools in the Garu
and Tempane districts. The study employed a quantitative descriptive survey design.
Seventeen (17) female teacher respondents were purposively selected, while simple
random sampling techniques were used to select forty-three (43) male teachers. Data were
collected using a self- designed questionnaire. The data were subjected to frequency and
percentage analysis to address all the three research questions. Based on the analysis, the
study revealed that majority of teachers’ understood classroom discipline in behavioural
terms (i.e, the imposition of external controls to compel students to put up the desired
behaviour). Specifically, teachers tended to use classroom rules and regulations as their
major means of ensuring discipline in class. Again, teachers’ seemed to employ more
behaviourist principles to a larger extent than constructivist principles. The overall findings
were, therefore, that teachers’ understand and practice classroom discipline from the
behaviourist point of view. It is suggested that the Ministry of Education, the Ghana
Education Service and the District directorate of education should organise in-service
courses to sensitise teachers about the efficacy and application of constructivist concepts
and principles of classroom discipline.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the requirements
for award of the Master of Arts (Educational leadership) degree
DECEMBER, 2018