EXAMINING DISCIPLINARY MEASURES AWARENESS

Description

This research paper analyzed the level of cognizance and execution of detention among teachers in Ambariya senior high school at Tamale in Ghana. Three questions were used to conduct the research namely: how far teachers are aware of disciplinary policies; what are the strategies that are mostly practiced in the field of discipline; and to what extent are the backgrounds characteristics and training of teachers having a bearing on their discipline practices. It was of a mixed-methods type and data were sourced with the application of semi-structured questionnaires and interviews on a sample of 40 teachers in the quantitative strand and 20 teachers in the qualitative strand. Descriptive statistics were applied to quantitative data whereas thematic analysis applied to qualitative data. The results showed that most teachers had knowledge regarding the disciplinary framework of the Ghana Education Service with verbal warning and detention being major disciplinary means used. In classroom management, formal clinical training was proved important in the process by which teachers approached the issue of discipline. However, disparities were noticed in regard to the way of interpreting and counteracting the policies enacted. The results of the study have led to the conclusion that on the one hand, teachers are quite aware of disciplinary measures; however, on the other hand, their knowledge is imperfect due to the gaps in training and the communication of the policy, which underlies unequal implementation. Research proposals the need to have in-service training done periodically, formulation of a formal disciplinary policy and increased teacher participation in policy review procedures to bring regularity and efficiency in the policy in handling student behavior.