Mission schools are expected to shape learner character through more than classroom instruction alone. They are designed to influence conduct, habits, discipline, and spiritual life through the wider school culture. This study examined how school culture influences moral formation and learner discipline in Seventh-day Adventist basic schools in Ghana. The study adopted a descriptive survey design with supportive contextual interviews. Data were drawn from 250 learners in five Seventh-day Adventist basic schools in Fanteakwa North and South Districts of the Eastern Region of Ghana, together with contextual evidence from school personnel. Data were collected through a structured questionnaire and interview guide and analysed using frequencies, percentages, and descriptive interpretation. The findings showed that the selected schools retained some value visibility, since many learners had heard the doctrines of the church in school. However, doctrinal exposure was uneven, many learners had limited knowledge of core beliefs, and a large majority perceived falling doctrinal standards. Learners also linked failure to practise school doctrines with weak moral life and academic difficulties, and many supported stronger teaching and enforcement of selected doctrines. The study concludes that moral formation in mission schools is best understood as a school culture issue rather than as a narrow religion lesson issue. When school culture is coherent, values are reinforced through routines, relationships, adult example, discipline, and doctrinal instruction. When school culture is weak, mission identity becomes fragile and learner discipline weakens. The study contributes to literature on faith based schooling by showing that school culture, doctrine teaching, and moral discipline are closely interconnected in Seventh-day Adventist basic schools. It also offers practical recommendations for school leaders, teachers, church educational authorities, and local managers.
Keywords: Ghana, Seventh-day Adventist basic schools’ schools, learner discipline, moral formation, school culture, value education
