Abstract:
This study examined some dimensions of discipline as perceived by lecturers, administrators, and students in the Faculty
of Education, University of Cape Coast. It sought to find out whether differences exist in their perceptions regarding the
importance of discipline, forms of indiscipline, and causes of indiscipline in the Faculty of Education. We adopted a crosssectional
descriptive survey for the study involving 358 students, 11 lecturers, and 8 administrators. A customized Likert-type
questionnaire was used for data collection to help answer the research questions and hypothesis formulated to guide the
study. We found that there was no statistically significant difference in the perceptions lecturers, students, and administrators
hold about disciplinary issues in the Faculty of Education. The need for university authorities to continuously use learning
dialogue to engage students in decision making was highlighted so as to continue to achieve and enjoy a conducive environment
for learning—as efforts are made to focus on students’ learning.
