Towards a Positive Discipline Model in Ghanaian Schools: Views of Stakeholders

Abstract

The main aim of this study is to evaluate the opinions of stakeholders in Ghana's education regarding positive discipline as a behaviour management approach amidst pervasive levels of indiscipline among senior high school students in the country. It also considered some contextual variables that confront the effective implementation of positive discipline across various cultures. This paper utilised documentary evidence and content analysis to assess, synthesise, and analyse information using a desktop approach. Data were gathered from both primary and secondary sources, which included media reports, press releases, and letters from agencies within the Ministry of Education of Ghana, as well as empirical studies on the topic conducted between 2017 and 2025. The paper revealed convoluted and entrenched opinions being expressed by stakeholders in the country regarding the efficacy of such an approach in resolving disciplinary issues among students. It suggested the need for broader stakeholder engagement on the subject, and further suggested the need for empirical research to reveal the specific contextual factors that militate against the acceptance of the policy. Moreover, the study called for courses on emotional intelligence and behaviour modification to be included in the training of teachers.