Toward restorative justice models in education: Exploring K-12 teachers’ perspectives in Ghana.

This study explores K-12 teachers’ perceptions about restorative justice practices (RJPs) in Ghana, where corporal punishment is prohibited but still influences behavior management strategies. The study employed a convergent parallel design to survey with 671 K-12 teachers. The study reveals a general positive perception of RJPs as key factors in effective classroom management. However, a significant gap in knowledge about RJPs was identified, with 60.36% of teachers reporting low levels of familiarity. The findings underscore the necessity of integrating restorative justice practices in reforming school policies to support a transition from traditional to restorative discipline methods.