Abstract:

The myriads of academic enquiries into this subject matter put less emphasis on perspectives and determinants of school discipline examined from a multi-stakeholder perspective in the Kumasi Metropolis in a school-based cross-sectional study. The mixed methods approach was adopted using questionnaires and interviews to obtain data from 865 respondents comprising 375 students, 181 teachers, 309 parents from four selected PSHS and 13 school authorities and Directors of Education. The data analysis was done using descriptive statistics, inferential statistical analysis (ANOVA and ordinal logistic regression), and thematic content analysis. The findings suggest a significant difference in the perspective of stakeholders on school discipline except for some few cases. The study revealed that, students’ view of school discipline wasan action to help students manage their own behaviour well (97.7%), rejecting discipline as the punishment imposed by the teacher on a student (24.5%).The teacher-participants’, held that school discipline helped students become responsible (86.2%), rejecting discipline as punishment imposed by the teacher on a student (29.3%).According to the parent-participants, discipline is an action that helps students manage their behaviour (97.7%),rejecting discipline refers to the punishment imposed by the teacher on a student (66.3%).The ordinal logistic regression analysis suggests discipline in the selected PSHS can be significantly explained by gender (0.000 P-value), reduced teacher absenteeism (0.000 P-value), lack of exemplary life from teachers (0.004 P-value), understanding of school rules and regulations (0.013 P-value), and reduced indecent dressing on the part of teachers (0.018 P-value).Therefore, discipline among students in the PSHS is positively associated with age and sex. This study concludes with the proposition that all stakeholders in education have varying perspectives and determinants of school discipline. It is, therefore, recommended that stakeholders work together as collaborators in ensuring effective discipline in the school.

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