Abstract:
Many stakeholders in Ghana’s educational sector are troubled by the seemingly high
level of indiscipline in Ghana’s pre-tertiary schools, especially the Senior High
Schools (SHS). The purpose of this study was to examine the effect of alternative
disciplinary approach (GES Positive Discipline toolkit) on student discipline in St.
Augustine’s SHS in the Prestea-Huni Valley Municipality. After six years of banning
corporal punishment in pre-tertiary schools and four years of implementing the GES
toolkit, it was expedient to assess its impact on student discipline. This study used the
descriptive survey design and applied the homogeneous purposive sampling
procedure to obtain a sample size of 30 teachers out of a population of 64 teachers.
The researcher designed questionnaire which was used for data collection. The study
used descriptive statistics such as frequencies, means, standard deviation and
percentages to analyze its data. The study found that student discipline was worse
after the introduction of the GES toolkit. The GES toolkit had a negative impact on
student discipline in St. Augustine’s SHS. The study showed that the low level of
knowledge of teachers on the GES toolkit led to a low level of regularity and
efficiency of usage of the toolkit by teachers, thus producing a low level of student
discipline in the school. The study recommends that both GES and school
management of SHS should educate teachers on the GES toolkit to enhance their
regularity and efficiency of usage to generate a positive impact on student discipline
in the SHS
Description:
A dissertation in the Department of Educational Foundations, Faculty of
Educational Studies, University of Education, Winneba, submitted
to the School of Graduate Studies in partial fulfillment of
the requirements for the award of the degree
of Post Graduate Diploma of Education
(PGDE)
in the University of Education, Winneba.
