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Restorative Discipline Approach to Resolving School Indiscipline: A Good Way to Go in Ghana? Perceptions of Some Ghanaian Basic School Teachers

Author

Listed:
  • Dr. Kwadwo Oteng Akyina

    (University of Skills Training and Entrepreneurial Development, Ghana)

  • Mrs. Winifred Ansah-Hughes

    (University of Skills Training and Entrepreneurial Development, Ghana)

Abstract

Restorative discipline approach is a widely utilized approach to resolving school indiscipline. Positive discipline strategies, which are the currently recommended discipline strategies of Ghana Education Service, involves the application of the tenets of restorative discipline approach. This study, employed the phenomenological research design of the qualitative research approach, to explore the lived experiences of 15 basic school teachers and 15 basic school headteachers on the restorative discipline approach, in terms of how they see the restorative discipline approach, the challenges with the use of this approach and how the challenges with the use of this approach could be addressed, to bring lasting discipline in Ghanaian basic schools, following public concern of indiscipline in Ghanaian schools, even after the

Suggested Citation

  • Dr. Kwadwo Oteng Akyina & Mrs. Winifred Ansah-Hughes, 2025. "Restorative Discipline Approach to Resolving School Indiscipline: A Good Way to Go in Ghana? Perceptions of Some Ghanaian Basic School Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 4272-4288, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-9:p:4272-4288
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    References listed on IDEAS

    as
    1. Kien Le & My Nguyen, 2019. "‘Bad Apple’ peer effects in elementary classrooms: the case of corporal punishment in the home," Education Economics, Taylor & Francis Journals, vol. 27(6), pages 557-572, November.
    2. Abhradeep Maiti, 2021. "Effect of corporal punishment on young children’s educational outcomes," Education Economics, Taylor & Francis Journals, vol. 29(4), pages 411-423, July.
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