Towards Restorative Justice Models in Education: Exploring K-12 Teachers Perspectives in Ghana (Poster 5)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Educational Psychology Poster Session

Abstract

This study explores K-12 teachers' perceptions and knowledge of restorative justice practices (RJPs) in Ghana, where corporal punishment is prohibited but still influences behaviour management strategies. Conducted from January to June 2024, the research employed a mixed-method approach (convergent parallel design) with 671 teachers. The study reveals a positive perception of RJPs. Qualitative data underscored the importance of empathic relationships, clear expectations, and tailored discipline, aligning with quantitative findings that show strong agreement on these elements. However, a significant gap in knowledge about RJPs was identified, with 60.36% of teachers reporting low levels of familiarity. This discrepancy suggests a need for targeted professional development and policy adjustments to enhance the implementation of RJPs and reduce reliance on exclusionary practices.

Authors

• Inuusah Mahama, University of Education Winneba

• Elizabeth Kwartemaa, University of Education Winneba