Research and Postgraduate Studies

The debate whether to use caning or not as a form of disciplinary measures in Tanzania and many other parts of the world is still alive. Based on this premise this study undertook a case study approach in order to describe and explain patterns related to disciplinary measures; To identify relationships of learning and disciplinary measures; To assess the implementation of the national policy of disciplinary measures; To propose opportunities for change. The data was gathered through face to face interviews where six secondary school teachers were involved. Although the number of participants appear to be small, but this is where the strength of the study lies. It is because such a reality gave an opportunity to delve deeper on issues involved. The overall finding is that although human rights movements from all over the world are pushing for a complete eradication of caning in school setting; but it appears that Tanzania as a sovereign state is not ready. This is due to deeply embedded reasons related to efficiency, culture and religious aspects. The study climaxes by borrowing a Swahili phrase, "samaki mkunje angali mbichi," [bend the fish while fresh]. The expression means that you need mold child's behavior while still young. It needs to be known that the process of molding differs from one culture to another. Also it needs to be known that global culture must not be necessarily superior to local culture. administration has left unanswered questions for more than two decades now. It was on this particular day, the prospective candidates refused to eat because food was unpalatable. The reaction from the school administration was radical. I remember to have witnessed students being asked to pull down their pair of trousers ready to receive canes. I still remember vividly that one student received more than 18 whips! I wonder if the administration was aware on the national policy on corporal punishment then. I still wonder if the students knew the policy by then. Out of this disciplinary experience, everything from students concerns was thwarted. I do not remember if there was an amicable meeting to discuss the issues (Geldenhuys and Doubell 2011). Those images, I can say, have refused to erase in my mind. It is still disturbing to note that very little has changed in the last 2 decades. A recent study done in Tanzania by Feinstein and Mwahombela (2010), indicates that corporal punishment in form of sticks still exists by 69%, after interrogating 194 students. In the same study 39% of 254 teachers confessed this bitter reality. This study which took a mixed approach concluded that: "The majority of students and teachers were unaware of national laws to restrict corporal punishment. There was an agreement between students and teachers that corporal punishment was to be used for major and minor offences such as misbehavior and tardiness. Students reported disliking the practice and believed it was ineffective and resulted in emotional, as well as physical, distress." The aim of this study is geared to follow up if experiences and perceptions of teachers have changed in the last 4 years. This study will use a qualitative approach as opposed to the mixed method. The study is also done in Arumeru District, Arusha, which is in the North East of Tanzania. The former study was conducted in Iringa which is part of the Southern Highlands of Tanzania. The choice for a different location is important so we may get a different information for comparison purposes. Moreover, the researcher is more familiar to the teachers of Tanzania Adventist Secondary School (hence from now TASS), hence simplifying the aspect of gathering indepth data. This qualitative research has the following fourfold aims: To describe and explain patterns related to disciplinary measures; To identify relationships of learning and disciplinary measures; To assess the implementation of the national policy of disciplinary measures; To propose opportunities for change. These aims have been translated into four research questions which are: What patterns of lead do disciplinary measures; what is the relationship 175 by school administration to enhance teacher motivation; teachers to become role models of positive behavior; the government to review the curriculum by giving equal priority to religious subjects which are potential to behavior improvement; but most important of all, the respondents showed the need for being listened by the government (All Respondents)

The chapter explored the importance of textbook authorship in the context of Tanzania’s competence based curriculum. The study utilized a documentary analysis where literature from local and global perspec- tive were scrutinized. In order to enhance the findings, five teachers with a long experience in teaching were purposively sampled and interviewed. The findings indicate most teachers are not empowered in the art and science of writing textbooks; teachers are largely excluded in textbook evaluation; gender imbalance in textbooks is a widespread global issue; corruption is widespread in textbook industry. The study recommends a constructive way forward according to the findings.