International Journal of Research in Education Humanities and Commerce

ASSESSING EDUCATORS’ KNOWLEDGE AND USAGE OF POSITIVE DISCIPLINE TOOLKIT IN SUB-SAHARAN AFRICAN SCHOOLS

Authors: Michael Asare, Williams Boakye-baafi & Felix Senyametor PhD

ABSTRACT

This study assessed the knowledge and usage of the positive discipline toolkit among heads, teachers, and guidance and counselling coordinators an education service in some schools in a sub-Saharan African country like Ghana. The positive discipline toolkit, designed as an alternative to corporal punishment, aims to promote non-violent and constructive student behaviour management. A descriptive cross-sectional survey design was employed, involving 377 participants selected through stratified and simple random sampling techniques. Data were collected using a structured questionnaire and analysed using descriptive statistics, multiple linear regression and one-way ANOVA tests. Findings revealed that a majority of respondents were aware of the existence of the positive discipline toolkit, with guidance and counselling coordinators demonstrating the highest level of awareness. Descriptive statistics further indicated high levels of knowledge across key components of the toolkit. A multiple linear regression analysis showed that knowledge of the positive discipline toolkit, years of service, and professional role significantly predicted its usage, and that higher knowledge increases usage, while longer years of service reduce it. However, no statistically significant differences were found among the three professional groups in terms of toolkit usage. The study highlights the need for targeted professional development to ensure consistent application of positive discipline practices across all educational roles.

Keywords: Positive Discipline, Positive Discipline Toolkit, Corporal Punishment, Knowledge, Usage, Teachers, Heads, Guidance and Counselling.

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