Disciplinary Practices at the Wesley College of Education, Ghana as Perceived by Students and Administrators

Abstract

The thrust of the study was mainly to identify disciplinary practices at Wesley College of Education. The research design adopted for the study was a quantitative design, specifically the descriptive survey design. The target population for this study comprised students and administrators of Wesley College of Education in the Kumasi Metropolis, Ashanti Region. The population of students was based on the class lists of the year 2017 and 2018. The stratified, simple random and purposive sampling were used to select 265 students and 33 administrators and used questionnaire to collect data from respondents. The data was analysed using the descriptive statistics (mean and standard deviation). Based on the findings of the study, it was revealed that provision of guidance and counselling services, rewarding the efforts of students, involving students in decision-making at the school level and encouraging students to improve their behaviour are disciplinary practices in the Wesley College of Education. However, withdrawal of privileges, in school and out-school suspensions and application of corporal punishment as means of disciplinary practices in the college were not effective practices. It was recommended that the college should employ the services of professional counsellors to provide guidance and counselling services to students