EFFECTIVENESS OF SCHOOL RULES AND REGULATIONS IN

CONTROLLING STUDENT DISCIPLINE IN SECONDARY SCHOOLS IN

LIWALE DISTRICT

HASSAN BENEDICT YONATHAN EDWARD

A DISSERTATION SUBMITTED IN PARTIAL FULFILLIMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN

ADMINISTRATION, PLANNING AND POLICY STUDIES (MED-APPS)

DEPARTMENT OF EDUCATIONAL PLANNING AND ADMINISTRATION

OF THE OPEN UNIVERSITY OF TANZANIA

2021
 CERTIFICATION

The undersigned, certifies that she has read and hereby recommends for acceptance

by The Open University of Tanzania a dissertation entitled; “Effectiveness of School

Rules and Regulations in Controlling Student Discipline in Secondary Schools in

Liwale district” in partial fulfilment of the requirements for the award of Degree of

Master of Education in Administration, Planning and Policy Studies (MED APPS)

of The Open University of Tanzania.

………………………………….
Dr. Theresia J. Shavega
(Supervisor)

…………………………..
Date
 iii

COPYRIGHT

No part of this dissertation may be reproduced, stored in any retrieval system or

transmitted in any form by any means, electronically, mechanically, photocopying,

recording or otherwise without prior written permission of the author or The Open

University of Tanzania in that behalf.

 iv

DECLARATION

I, Hassan Benedict Y. Edward, declare that, the work presented in this dissertation is

original. It has never been presented to any other University or Institution. Where

other people’s works have been used, references have been provided. It is in this

regard that I declare this work as originally mine. It is hereby presented in partial

fulfilment of the requirement for the Degree of Master of Education in

Administration, Planning and Policy Studies (Med -APPS).

…………………..…………..
Signature

…………………………….
Date
 v

DEDICATION

I dedicate this dissertation to the almighty God, who is the source of all the

knowledge for enabling me to pursue the higher level studies at the Open University

of Tanzania. I also dedicate to my lovely wife Janeth and my children, Salma, Scola,

Anna, Fortunatus and Huruma for their tolerance, moral and spiritual support

throughout this program.

 vi

AKNOWLEDGEMENT

I would first like to acknowledge the support I received from my supervisor, Dr.

Theresia J. Shavega who was always ready to respond to me. She was devoted and

tireless going through my report and made constructive criticisms, guidance, advice

and encouragement. I really appreciate her contribution.

Furthermore, I wish to express my sincere gratitude to Dr. Colletha Ngirwa, Head of

Department, MED-APPS, Open University of Tanzania, for her continued

encouragement and guidance provided during preparation of this study I also extend

my appreciations to M/S. Neema Magambo, Regional Director the Open University

of Tanzania Lindi Region, for cooperation and encouragement. Also, I express my

gratitude to Liwale District Executive Director for allowing me to conduct this study

in her District.

Special appreciations to my colleague,Thadei Sirili Mlughu, a staff at Likongowele

secondary school for his regular advice, encouragement and positive criticism.

Additionally, I am indebted to thank Heads of schools, teachers and students for

Nicodemus Banduka, Likongowele, Rashidi Mfaume Kawawa and Anna Magowa

secondary schools; they enabled me to obtain the necessary information for success

of this study. Specifically I acknowledge all the authors of the books in my

references; they have played a decisive role to enrich this study.

 vii

ABSTRACT

The general objective of this study was to investigate effectiveness of school rules

in secondary schools. Specific objectives were to investigate effectiveness of school

rules and regulations, to investigate factors that school rules and regulations should

focus in order to control discipline and; to investigate ways of improving

effectiveness of school rules and regulations. A case study research design was

employed where by qualitative approach was used. Instruments were In-depth

interview, Focused Group Discussion and Key informant Interview. Four schools

were selected. The sample size used were 46 participants. 4 were heads of schools,

16 teachers, 24 students and 2 members of District Secondary Education Office.

Three findings were revealed, ineffectiveness of school rules and regulations in

controlling students’ indiscipline, factors that school rules and regulations should

focus in order to control indiscipline and ways of improving effectiveness of school

rules and regulations. The validity of the study was determined by triangulation. The

study concluded that school rules and regulations were ineffective in controlling

indiscipline in schools. The study recommended for the review of rules by the

government, cooperation among stakeholdres and increasing efficiency among key

responsibles. This study recommended another study on the effectiveness of school

rules in secondary schools, be conducted in other areas of the country, since this

study was conducted in Liwale District, it may not be applicable to other areas.

Keywords: School Rules, Regulations, Student, Student Discipline..

 viii

TABLE OF CONTENTS

CERTIFICATION.....................................................................................................ii

COPYRIGHT............................................................................................................iii

DECLARATION.......................................................................................................iv

DEDICATION............................................................................................................v

AKNOWLEDGEMENT...........................................................................................vi

ABSTRACT..............................................................................................................vii

TABLE OF CONTENTS.......................................................................................viii

LIST OF TABLES..................................................................................................xiii

CHAPTER ONE.........................................................................................................1

INTRODUCTION AND BACKGROUND TO THE PROBLEM........................1

1.1 Introduction.....................................................................................................1

1.2 Background to the Problem.............................................................................1

1.3 Statement of the Problem................................................................................4

1.4 General Objective............................................................................................5

1.5 Specific Objectives of the Study.....................................................................5

1.6 Research Questions..........................................................................................5

1.7 Scope of the Study...........................................................................................6

1.8 Significance of the Study.................................................................................6

1.9 Limitations.......................................................................................................7

1.10 Delimitation.....................................................................................................7

1.11 Operative Definitions of Research Terms.......................................................8

1.10.1 Immoralities.....................................................................................................8

1.10.2 Unpleasant school Rules..................................................................................8

 ix

1.10.3 Educational Stakeholders................................................................................8

1.10.4 School Climate................................................................................................8

1.10.5 Family Values..................................................................................................8

1.10.6 Peer Group.......................................................................................................9

1.10.7 Interventions....................................................................................................9

1.10.8 School Rules Inaccessibility............................................................................9

1.10.9 School Rules Enforcement..............................................................................9

CHAPTER TWO......................................................................................................10

LITERATURE REVIEW........................................................................................10

2.1 Introduction...................................................................................................10

2.2 Theoretical Literature....................................................................................10

2.3 The concept of School Rules and Regulations..............................................12

2.4 The concept of Discipline..............................................................................13

2.5.1 Effectiveness of School Rules and Regulations............................................15

2.5.2 Factors that School Rules and Regulations should Focus in Order

to Control Indiscipline...................................................................................18

2.5.3 Improvement of Effectiveness of School Rules and Regulations in

controlling Students’ Discipline....................................................................23

2.6 Empirical Literature.......................................................................................24

2.6.1 Studies Conducted Outside Tanzania............................................................25

2.6.2 Studies Conducted in Tanzania.....................................................................26

2.7 Synthesis and Knowledge Gap......................................................................28

 x

CHAPTER THREE.................................................................................................30

RESEARCH METHODOLOGY............................................................................30

3.1 Introduction...................................................................................................30

3.2 Research Approach........................................................................................30

3.3 Population......................................................................................................30

3.4 Area of the Study...........................................................................................30

3.5 Sampling Procedure.......................................................................................31

3.6 Sample Size...................................................................................................32

3.7 Data Collection Instruments..........................................................................32

3.7.1 In-depth Interview.........................................................................................33

3.7.2 Focused Group Discussion............................................................................33

3.7.3 Key Informant Interviews..............................................................................34

3.7.4 Data Processing and Analysis.......................................................................34

3.8 Validity of Instruments..................................................................................34

3.9 Ethical Consideration....................................................................................35

CHAPTER FOUR....................................................................................................36

PRESENTATION OF FINDINGS AND ANALYSIS..........................................36

4.1 Introduction...................................................................................................36

4.2 Effectiveness of School Rules and Regulations in Controlling

Students’ Discipline.......................................................................................36

4. 2.1 Inaccessibility of School Rules and Regulations...........................................36

4.2.2 Unpleasant School Rules and Regulations....................................................39

4.2.3 Prevalence of Challenges in Implementing School Rules and

Regulations....................................................................................................40
 xi

4.3 Factors that School Rules and Regulations should Focus in Order to

Control Indiscipline.......................................................................................42

4.3.1 Immoralities within the Society.....................................................................43

4.3.2 Societal Irresponsibility.................................................................................45

4.3.3 Globalizations................................................................................................46

4.4 Improvement of Effectiveness of School Rules and Regulations.................46

4.4.1 Review of Unpleasant School Rules and Regulations...................................46

4.4.2 Cooperation among Stakeholders..................................................................48

4.4.3 Efficiency of Key Responsible......................................................................48

CHAPTER FIVE......................................................................................................52

DISCUSSION OF THE FINDINGS.......................................................................52

5.1 Introduction...................................................................................................52

5.2 Effectiveness of School Rules and Regulations............................................52

5.3 Factors that School Rules and Regulations should Focus in order to

Control Indiscipline.......................................................................................54

5.4 Improvement of Effectiveness of School Rules and Regulations.................57

CHAPTER SIX.........................................................................................................59

SUMMARY, CONCLUSION AND RECOMMENDATIONS............................59

6.1 A summary of the Study................................................................................59

6.2 Conclusions...................................................................................................60

6.3 Recommendations.........................................................................................61

6.3.1 Recommendations for Practical Action.........................................................61

 xii

6.3.2 Recommendations for Further Studies..........................................................62

REFERENCES.........................................................................................................63

APPENDICES..........................................................................................................70
 xiii

LIST OF TABLES

Table 3.1: Composition of the Sample.......................................................................32

Table 4.1: Accessibility of School Rules and Regulations........................................ 37

Table 4.2: Respondents Views on Cause of Students’ Indiscipline...........................46

 1

CHAPTER ONE

INTRODUCTION AND BACKGROUND TO THE PROBLEM.

1.1 Introduction

This chapter presented the background to the problem, statement of the research

problem, general and specific objective of the study, research questions as well as

significance of the study, limitations and delimitations and operative definitions of

research terms. These subsections are discussed separately as follows:

1.2. Background to the Problem

School rules and regulations are official directive and guidelines, offered by school

and the ministries responsible for education in general, with the aim of controlling

behavior of students (Suru, 2012). They are principles for conduct, aimed at

developing self discipline in students, and creating a harmonious environment for

effective teaching and learning process. They are necessary and vital support for

effective and successful management of secondary schools (Godfrey, 2016).

Rules and regulations are needed in schools for controlling students’ discipline,

maintenance of order, safety, and respect for authority. They give moral instructions;

provide guideline for proper execution of duties, and for students’ academic

performance. Also, School rules and regulations are the backbone of proactive

strategy to reduce problems of indiscipline in secondary schools. Every school has

given power to establish school rules and regulations and both, teachers and students

should act in accordance to these rules (Nzokurum, 2017). School rules and

regulations can be compared to National Laws; they are like civil education because

they teach students the norms of citizenship. The Government of United Republic of
 2

Tanzania, provided school rules and regulations in Education Act number 25 of

1978, with the similar aim to control the problem of students’ indiscipline, such as

truancy, theft, fighting, pregnancy, dropout, vandalism and others. Rules and

regulations also aim at having responsible citizens and human resources in the

future.

Students are expected to abide to all school rules and regulations by following school

routine like cleanliness, proper wearing of school uniform, respect, attendance,

greetings and others. When there is discipline at the school, it means there are order,

peace and harmony, hence conducive teaching and learning environment (Suru,

2012) Despite the presence of school rules and regulations in secondary schools with

its importance, disruptive behavior among secondary school students, have been and,

are still, a common challenge facing many secondary schools all over the world

(Alli, 2014). There are many cases of classroom indiscipline among students in the

United Kingdoms (Kagoiya, 2018). More students’ indiscipline had also been

reported from United States of America, Chicago, etc. (Chand, 2012)

In Africa, problems of students’ indiscipline have been reported from Southern

Province of Sierra Leone, where there are violence, students defy teachers and break

school rules (Moigua, 2019). Also in South Africa, since the passage of legislation

banning corporal punishment, disruptive behaviors in secondary schools had become

an issue of national concern. (Meier, 2010). Students indiscipline have also

reported in Kenya, Ghana, Botswana and Nigeria. (Ongaki, 2016) In Tanzania, The

issue of indiscipline of students to date, still remains as a big challenge to

educational stakeholders, administrators and all teachers in secondary schools

 3

(Semali, 2016). Indiscipline problems in some schools, have been main hindrance to

effective teaching and learnig, due to student violations to school rules and

regulations (Yaghambe, 2013). It was also found that majority of students and

teachers were unaware of school rules and regulations (Muneja, 2013).

The challenge of students’ indiscipline, has raised a concern for teachers, policy

makers, society and the educational stake holders in general. This is because In the

learning process, discipline is very important if meaningful learning is required, but

the most important question is about the effectiveness of school rules and regulatios

used to control students’ discipline in secondary schools. This is crucial and critical

task for teachers and the society in general (Ngwokabuenui, 2015). The word

discipline here implies respect to the school authority, to observe school rules and

regulations and to maintain established standard of behavior. Discipline is essential

for creating positive school climate conducive for academic performance (Agak,

2016)

Variours studies have been conducted on effectiveness of school rules and

regulations in controlling students’ discipline. One common idea from those studies

is that, rules and regulations create good discipline, and good discipline creates good

image of the school, and prepares the learners for the future (Kounin, 2013). Good

discipline also help students to govern their own behaviour (Galabanwa, 2020),

Other studies, despite emphasizing rules and regulations, acknowledged that,

Provision of education in any society, aimed at building moral, intellectual, social

and spiritual development of the young generations (Malekela, 2018). Students’

indiscipline has several effects to the nation, the school itself and to individual
 4

student. Such effects includes a school cannot be successful if students do not obey

school rules and regulations.

School rules and regulations are paramount of all types of learning. A student will

not follow the routine without rules, and without discipline will not know what is

good and what is not good, and there will be a misuse of resources in educational

sector (Mehta, 2016). It is from this background that this study investigated the

effectiveness of school rules and regulations, used to control students’ discipline in

secondary schools.

1.3. Statement of the Problem

School rules and regulations are very important in management of students’

discipline in secondary schools. All secondary schools in Tanzania have rules and

regulations that are made by school administration and those made by the ministries

responsible for education. The role of school rules and regulations is to control

discipline. The purpose of controlling students’ discipline is to make students

conform to acceptable and desired norms at the school and outside the school, to

make them good future citizens and human resources and to ensure effective

teaching and learning processes (Komba, 2012).

Achievement of educational goals of secondary schools in Tanzania depends largely

on the students’ positive discipline. Secondary school students are expected to

adhere to school rules and regulations by respecting teachers, attending to the school

daily, keeping school properties safe, stop involving in cultism and show good

relationship with one another (Ngwokabuenui, 20015)

 5

Despite school rules and regulations being made and available in secodary schools in

Tanzania, still there was an outbreak of indiscipline behaviors among students.

Many students were found walking around outside classesrooms during lessons, they

were explicitly improperly dressed their school uniform. There were also, cases of

truncy, dropout, cultism and disobedience of the students. These behaviors violated

school rules and regulations, hence indiscipline of students (Maing, 2017). From this

gap, this study, investigated the effectiveness of rules and regulations used to

control students’ behavior in secondary schools.

1.4.General Objective

The general objective of this study was to investgate the effectiveness of school rules

and regulations in secondary schools in Liwale district.

1.5. Specific Objectives of the Study

Specific objectives were as follows:-

i. To investigate the effectiveness of school rules and regulations in controlling

students’ indiscipline in secondary schools in Liwale district

ii. To investigate factors that rules and regulations should focus in order to

control students’ indiscipline in secondary schools in Liwale district.

iii. To investigate ways of improving effectiveness of school rules and

regulations in controlling students’ indiscipline in secondary schools in

Liwale district.

1.6. Research Questions

The study intends to address the following research questions which also will be the
 6

guidelines to the researcher:-

i. To what extent school rules and regulations are effective in controlling

students’indiscipline in secondary schools in Liwale district?

ii. What factors should school rules and regulations focus in order to control

students’ indiscipline in secondary schools in Liwale district?

iii. What are the ways of improving effectiveness of school rules and

regulations in controlling students’ indiscipline in secondary schools in

Liwale district?

1.7. Scope of the Study

This study was confined on investigating effectiveness of school rules in escondary

scools. The study aimed at investigating the effectiveness of school rules and

regulations in controlling students’ indiscipline in secondary schools in Liwale

district. Investigating causes and control of students indiscipline; and ways of

improving effectiveness of school rules and regulations. In this case, the researcher,

considered school rules and regulations as independent variables, and students’

discipline, as dependent variable.

1.8.Significance of the Study

This study will be beneficial to teachers, educational officers, parents, policy makers

and the government in general, as will disclose the status of effectiveness of rules

and regulations in our secondary schools. This will be disclosed by respondents of

the research mainly being teachers, students and educational officer. It is expected

that; the study will also help all school administrators and educational stake holders

to realize causes of students’ indiscipline in our secondary schools, and ways of

 7

improving effectiveness of school rules and regulations in order to control students’

behaviors.

The study will persuade the governent to rethink and revise banning of corporal

punishment and other rules that demoralizes teachers to work on improving

discipline of students. Furthermore, this study is expected to build cooperation

among educational stakeholders, thus strengthen rules and facilitate control of

students’ behaviors. The study is hoped to contribute to the body of knowledge,

regarding issues of school rules and regulations in secondary schools in Tanzania.

Finally, the study will help other writers on the cases of school rules and regulations

in response to students’ discipline.

1.9. Limitations

In doing this research, the researcher expected to face a problem of time to reach and

meet the selected samples and respondents. Geographical background was another

limitation anticipated by the resesarcher, this is due to reality that roads in Liwale

Are not interconnected , they are one way traffic with only one means of transport

while schools are widely separated.

1.10. Delimitation

The problem of time was met by doing sampling to select schools with high

population of students. Geographical limitation was met by undartaking sampling,

where four schools which; apart from having high students population, can also be

easily reached were selected, two schools from rural and another two from urban.
 8

1.11 Operative Definitions of Research Terms

This section provided definitions of various fundamental concepts used in the

research, in order to provide a common understanding among readers and about the

phenomenon dealt by the study. The definitions were for the purpose of this study

1.10.1 Immoralities

Immoralities in this study means; types of behaviour which are not appropriate

according to school rules and according to norms of the family and society. It is the

behaviour which is not desired and not accepted.

1.10.2 Unpleasant school Rules

In this study unplesant school rules, are the rules with restrictions for its

enforcement. For example, corporal punishment, teachers are restricted from

administering corporal punishment to a misbehaved student until, they have obtained

a written permit from the head of school.

1.10.3 Educational Stakeholders

Educational Stakeholders in this study are the parents, teachers, students and

officials responsible for the welfare and success of a school.

1.10.4 School Climate

In this study, School climate means relationship among teachers, students and other

workers of the school . School climate can be friendly that is good relationship, or

enemity that is misunderstandings.

1.10.5 Family Values

As applied to this study means, moral norms that govern ways of leaving and
 9

behaving in the family. Every member of the family must live accoding to these

norms.

1.10.6 Peer Group

In this study, peer group means fellow secondary school students with similar age,

interest and behaviour. They are age mate companions or fellow students, girls or

boys.

1.10.7 Interventions

In this study, intervention implies the trend where someone else; interferes with the

decisions reached by teachers and school administration in general, upon disciplinary

issues of a student or students.

1.10.8 School Rules Inaccessibility

In this study it implies that, the school rules and regulations are not availlable to

students and teachers, making them not to understand what and, how it is supposed

to be. Students and teachers are unaware of the rules and regulations.

1.10.9 School Rules Enforcement

In this study, it implies an intentional effort by school administration, to ensure there

is compliance with school rules and regulations to students and teachers.

 10

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter covered the theoretical and empirical reviews about causes of

indiscipline and the effectiveness of school rules in controlling indiscipline

behaviors. Concept of discipline, rationale of students’ discipline, the idea of school

rules and regulations, factors that school rules should focus in order to control

students’ discipline and how to improve effectiveness of school rules and regulations

in controlling students’ discipline in secondary schools in Liwale district.

2.2. Theoretical Literature

Theoretical literature explains about use of rules to control indiscipline behaviors in

secondary schools. The study adapted Social Bond Theory, recently known as Social

Control Theory. The theory was developed by Travis Hirschi in 1969. This theory

maintained that criminal behaviors are either learned or caused by the environment

in which an individual exists. According to this theory, crime and delinquency

behaviors occur when an individual’s ties to the conventional order or normative

standards are weak or nonexistent (Costello, 2014).

As adapted in this study, students’ behavior in schools, is either learned from one

another among students, or from other members in the society where students are

coming from, or it may be caused by the school through various circumstances such

as teachers not entering classroom and teach, poor infrastructure, administering

severe punishments and others. Furthermore, indiscipline can occur when an

individual student is not interested in schooling hence do not value norms of the
 11

school. The theory further contended that, all the people are likely to commit

criminals, and these criminals must be controlled by laws in order to keep the society

in check. Those who have weak bond to societal controls end up in deviant or

criminal behaviors. In school environment this implies that, a student may commit

offences, and whenever this occurs, disciplinary measures should be taken by the use

of school rules and regulations in order to keep a school a favorable teaching and

learning environment.

The theory explained four types of social bond. The first is attachment bond, which

refers to affection that an individual has to societal issues. Relating to this study it

implies that students must cope willingly to the school. The second is commitment

bond. This implies good relations among members in the society. Relating to school

environment it means that students should build good relationship with teachers and

fellow students as well as abiding to school rules. The third bond is involvement

bond. This relates to willingness to spend your time for societal matters and

activities, in school environment it means students must participate in all school

activities. The fourth one is belief bond, which implies adherence to school rules and

regulations.

Generally, Hirschi’s Social Control Theory, assets that humans are not born with

conscience, but rather it is developed over time through interaction with other people

in various places in our lives. In the school environment, when students arrive and

admitted, they don’t know the norms, rules and regulations. It is believed that

students learn norms through contact and interactions.

 12

The theory also affirmed that, we are taught laws and societal norms by parents,

school, court, police and religious institutions in order to influence our behavior and

decisions. This is true for the case of school, students are taught about school norms,

rules and regulations. It is students themselves who are ultimately end up committing

deviant behaviors. Therefore, students should refrain from indiscipline behaviors and

follow school rules and regulations to avoid legal consequences which can cause

complications in their schooling.

2.3 The concept of School Rules and Regulations

School rules and regulations are guiding principle for actions and for the evaluation

of actions in terms of good and bad, or right and wrong, and therefore a part of moral

or value education in the school (Thornberg, 2008). School rules and regulations are

the systems of set of laws for conduct, aimed at developing self discipline in students

and creating a harmonious environment where effective teaching and learning can

take place successifuly. They are disciplinary policies regarding students conduct

both within and outside classroom (Erasmus, 2015)

Other literature explained that rules and regulations forces individuals to forgo their

self-interests at the expenses of the interest of majority. It is something which helps

to maintain harmony, and good relationships in the society. In our secondary

schools, school rules and regulations helps to maintain harmony, good discipline and

academic performance. Rules and regulations should be considered as codes of

conduct for students. Positive discipline is based on rules and regulations, they

control and regulate all aspects of behavior at school (Roos, 2003).

 13

The major goal of schools is to provide quality education. Rules and regulations

provide guidance to schools to follow their path in order to reach their goal, they

establish standards and provide safety for both teachers and students. Rules and

regulations also help to promote accountability of teachers and students. At the

school level, there are environmental rules, classroom rules, dormitory rules,

laboratory rules, examination rules and dinning-hall rules (Source: Researcher’s own

experience).Generally speaking, rules and regulations are the support and tools,

used to control students’ discipline in schools. Discipline is highly needed in schools

to enable provision of quality education in all learning institutions (Maingi, 2017).

2.4. The concept of Discipline

In school management and administration, discipline implies enforcement of rules

and regulations, and provision of punishment to create fear to make students obey

order (Yhayeh, 2015). Discipline is also explained as a control of students in order to

achieve the expected behaviors. A disciplined student will show obedience,

diligence, cooperation, and fear for God and consideration for others. Discipline

involves Training of students to obey rules and code of behavior, use of punishment

to correct disobedience, adhering to rules and regulations which entail the learners’

ability to discern what is right or wrong (Simafora, 2012).

Dscipline may also imply to obey rules and regulations ,without it, there will be

chaos and disorder everywhere in our societies (Mehta, 2016). From this point of

view, it can be explained that discipline of students in schools, depends on school

rules and regulations. Students’ discipline, is important because it sets a friendly

atmosphere, needed for teaching and learning processes at the school, thus enebles
 14

us to achieve the best educational outcome in our schools (Salifu, 2012). From the

literature above, it is apparent that, there is a close relationship between school rules

and regulations on one side, and students discipline on the other side.

Discipline is essential for smooth functioning of schools and society. It is an

important component of human behavior, which not only helps to regulate people's

reactions to various situations, but also their relations with others. Thus the

effectiveness of any organization is largely affected by the level of discipline of its

members (Vumilia, 2016). A sound discipline, allows an organization to function as

a harmonious community (GYAN, 2015). In schools, discipline is central to

providing an environment which is conducive to serious learning (Osighembe,

1974). Discipline is significant in establishing an orderly system that create

conducive environment for learning. Discipline guide students behaviour or set

limits to help them learn, to take care of themselves, other people and the world

around them (Docking,1989).

Discipline is essentially based on conformity to norms or rules of conduct that

govern the behavior of members of a group. Norms lay down the agreed forms of

behavior, within a particular culture, society or group and this kind of Prescription

brings order, to the social environment (Manoin,1986). All social organizations have

rules governing their procedures, which also, serve as an overall framework that

regulates behavior and declared appropriately to the ongoing purpose of an

organization. The school being a social organization, has norms which regulate

students' behavior as well as staff behavior, that is school discipline which means,

actions taken by a teacher or the school organization, towards a student or a group of

 15

students when their behavior breaks the school rules. Discipline enables students to

develop an orderly conduct and self control as well as self direction (Egwunyenga,

2009)

As an active processing agency, the school takes the parental role of enabling

students to gain self-discipline based on generally acceptable forms of behavior, to

which they are expected to conform (Mwaniki, 2018). A clear compliance to school

rules by student would mostly occur, when they have expressed their agreed moral

behaviors that comply with those rules and regulations, and have consequently

valued them. This agreement reinforces their commitment to those rules (Tattum,

1989)

2.5.1 Effectiveness of School Rules and Regulations

School rules and regulations are the disciplinary policies regarding students’

conduct, they are strategies intended to control students’ discipline and create self-

control, and obedience of students to their teacher and authority in general (Godfrey,

2016) School rules and regulations are the back borne of proactive strategy to reduce

problem of behaviors. They are very significant in controlling students’ discipline.

Discipline of students is a very important component in the process of teaching and

learning and in the human life in general. For secondary schools to achieve its goals,

discipline is vital, and in order to maintain good discipline in secondary schools,

effectiveness of school rules and regulations is very urgent (Adam, 2003). Bearing in

mind that students are future human resources of the nation, it is very important to

guide them to have good and desired discipline, positive attitude and behavior

throughout their life.

 16

Different studies affirmed that school rules and regulation are means of making

students comply with school norms. On the other side, all sample schools in this

study, were found with rules and regulations to which, students and teachers were

supposed to understand and conform in order to achieve good discipline. The

schools’ commitment towards students’ behavior, is for every student to acquire self

discipline and develop responsible conduct, so as to contribute to the overall well-

being of the society (Komba, 2012).

Ministry of Education and Vocational Training, provided rules and regulations that

help to control students’ discipline and maintain conducive teaching and learning

environment. Such rules and regulations included The Education(Expulsion and

Exclusion of Pupils from school) regulaion, The Education (Corporal Punishment)

regulation,The Education(Duration of the School Year) regulation (Training, 2002).

Also, accordint to the researcher’s experience, School joining instructions is another

important document that every secondary school must posses. The document

contains all school rules and regulations and every student must be provided a copy.

School improvement toolkit which is a practical guide for Heads of secondary

schools, and The Education and Training Policy are also documents that provide

rules and regulations about management in secondary schools.

Apart from these documents, every secondary school must have other disciplinary

documets and records like The Black Book, in which the names of culprits with their

offences, and measures taken upon them, are recorded. The Reward Book, in which

students with good discipline are entered, and discipline file to keep indiscipline

cases. Others are School Board file, Students government file, and Parents file. All
 17

these documents, aimed at controlling discipline and ensuring fairness in excuting

disciplinary issues (Temitayo, 2013).

Despite presence and the use of rules and regulations in secondary schools,

disruptive behaviors had been reported from different parts of the country. This

situation raised different questions and opinions on the effectiveness of school rules

and regulations in controlling students’ discipline in secondary schools (Komba,

2012). For school rules and regulations to be Effective, they should be stated in

positive terms, identify behavior that need to be controlled or inculcated and it

should be specific and not ambiguous. Furthermore, it should be written in brief and

understandable by the target population (Godfrey, 2016).

Other studies advised that, the school authority must act accordingly, and since there

is no limit of school rules and regulations made by the government, school authority

has the power to establish additional rules relevant to their environments with the

aim to achieve effective control of students’ discipline. But agreed that it is not

possible to document all the rules, some of them will emerge as conventions and

traditions, hence they will be accepted as conducts of the school culture (Nzokurum,

2017). When establishing school rules and regulations, it is necessary to consider

environment you would like to maintain. That is, what school climate do you want to

establish, consider age and maturity of students in order to be realistic and fair in

executing disciplinary cases (Ukpabio, 2016).

An organization cannot exist without rules and regulations. And that this rules and

regulations reduces chaos and disorder within an organization. Schools being an

 18

organization , must posses these rules and regulations in order to maintain

consistency in students behaviors (Sweetland, 2000). The effectiveness of school

rules and regulations depends on wheather rules are consistently applied, and if the

purpose is understood by students and parents. Similarly, parents must subscribe to a

similar ideology regarding the role of education. The literature further maintains that,

students should be involved in formulating and implementing school rules and

regulations (DeHart-Davis, 2009).

Other factors influencing effectiveness of school rules and regulations includes

commitment of implementers mostly village and ward executive officers. For

example, Regarding cases of girls pregnancy, Sometimes there is delayment in

resolving and taking measures. Or village executive officers may not take cases to

the court for the reason that they live together with the offender, and they come from

the same clan. Also, there is a tendence of parents to favour their daughters to the

extent of accepting marriage and receive dowry. Even the rule itself , it tends to pin

the man only who impregnated the girl, and leave freely the impregnated girl. This

makes other girls relax, taking it easy and continue as usual (Komba, 2012). Most

school rules and regulations were formulated without students’ participation; hence

students do no respect them, as a result frequent indiscipline erupts. Also banning of

corporal punishment has increased students’ indiscipline and weakened rules and

regulations. Generally, there had been calls to rethink the decision (Mulwa, 2017)

2.5.2 Factors that School Rules and Regulations should Focus in Order to

Control Indiscipline

Indiscipline is any action which is considered to be wrong and not generally

 19

accepted as proper in a setup of any society (Thinguri, 2015). Students’ indiscipline

is associated with truancy, lateness to school, cultism, drug abuse, quarrelsome,

rudeness, stealing and rioting (Gitome, 2013). Other actions includes fighting, noise

making during class sessions, bullying, sexual harrassment, use of abusive language,

possession of mobile phone at the school (Simatwa, 2013) . All these acts are against

school rules and regulations.

This section, explored factors that school rules should focus in order to control

indiscipline.These factors were normally the causes of students’ indiscipline in

secondary schools. Knowing the causes of indiscipline problem, is one step towards

solving that problem. According to the history, traditions and culture, every school

set the tone for students’ discipline (Ndaita, 2016), Different studies had been

conducted by different researchers who came up with different reasons as causes of

students’ indiscipline. The causes of indiscipline are therefore, the factors that rules

and regulations should focus in order to curb the problem. Indiscipline of students is

caused by lack of democracy and freedom to students and failure of adults to set

starndards of good behaviour (Ali, 2014)

Other studies explained that students’ indiscipline is caused by emotional factors and

parental influence, lack of good leadership and administration particularly poor

communication and injustice (Barongo, 2016). Other studies claimed that students’

indiscipline, is caused by authoritative leadership, Inadequate food for students, bad

staff behaviours, society and the peer groups (Mwaniki , 2016). Some researchers

declared that, the declining rate of discipline in many schools, has contributed to the

erosion of high academic attainment, demoralized teaching staff, and brought sorrow
 20

and disappointment to many parents (Gyan, 2015). In other studies, writers

categorized factors contributing to students indiscipline into biological and

environmental factors (Sadik, 2018), while others, categorized causes of students’

indiscipline into Students’ characteristics, interaction with teachers and other

students, and Family background (Mares, 2018)

Other studies asserted two categories of causes of students’ indiscipline as home

factors, that is, if at home there is no social orders, values and practices, students

will be indisciplined. And School factors, where there is a reaction of students to

deficiencies in the school and to the teachers (Ndaita, 2016). While others

concluded that, the causes of indiscipline among students were, societal factors,

Government factors, parental factors, school factors and students’ factors (Odebode,

2019). Other studies asserted that disruptive behavior is a socio-emotional problem

that may be solved by havig necessary and required resources at the place (Belle,

2017).

Other studies explained that, indiscipline disruptions arises from many schools,

despite the availlability of School and classroom rules and regulations, which exists

as miniature constitution. On the other side, a study by Olusegun stated that,

Students indiscipline is an impedement in the process of teaching and learning

(Okoroma, 2006) The study revealed importance to have a well established

disciplinary system to which all students and teachers must understand and

conform. To make this possible there must be clearly stated school rules and

regulations (Masiga, 2012). For the efficient functioning of the school, the school

management must reserve power to control the conduct of the students through the
 21

application of rules and regulations which are rather friendly (Temitayo, 2013)

Students are the key stakeholders and the most essential resource in Education. It is

absolutely necessary to direct students to exhibit an acceptable attitude and

behaviour within and outside the school.

In order to achieve this, the school management must again specify clearly the rules

and regulations that will be friendly to students (Othman, 2017). The school

commitment towards discipline is for every student to acquire self discipline and

develop responsible conduct so as to contribute to the overall well-being of the

society. Ministry of Education and Vocational Training, provided rules and

regulations that help to control students discipline, and maintain conducive teaching

learning environment (Training, 2002). Such rules and regulations includes The

Education (Expulsion and Exclusion of Pupils from school) regulaion, The

Education (Corporal Punishment) regulation,The Education (Duration of the School

Year) regulation.

Also, school joining instruction contains all school rules and regulations and every

student must be provided a copy. School improvement toolkit which is a practical

guide for Heads of secondary schools, and, The Education and Training Policy are

among the documents that provide rules and regulations about the secondary school.

Apart from all these documents, every secondary school must have disciplinary

case records like The Black Book, in which the names of culprits with their offences

and measures taken upon them are recorded. The Reward Book, in which students

with good discipline are entered, and Discipline File to keep indiscipline cases

proceedings. Others are School Board file, Students government file, and Parents
 22

file. All these aimed at ensuring effective control of discipline and fairness in

excuting disciplinary issues (Temitayo, 2013).

Despite availlability of all these documents and records in the schools, yet the

problem of students’ indiscipline existed in schools in Liwale district. This study

aimed at investigating about school rules and regulations used to control discipline in

schools, were they accessibe to both students and teachers and if they were

mechanism by school administration to enforce them.Mechanism to control

discipline was very important because Without adequate school discipline no

meaningful education that could be achieved, and without rules and regulations no

discipline that would be developed among students (Anderson, 1992).

In other studies, clear rules and regulatuons had been mentioned as a necessary

factor to control students indiscipline in secondary schools (Jones, 1995). In this

case school rules and regulations must be clearly stated and emphasized. The

situation in our schools was that, there were school rules and regulations offered by

the government for managing secondary schools, they had been stipulated in

Education Acts number 25 of 1978 (Training, 1978). But it was not exactly known if

students understoodnd well those rules. There were also teachers, parents, and school

boards, all these were responsible to control students’ discipline in schools. Ministry

of Education (1979) stated that in a secondary school context, the head of school has

an ultimate responsibility of ensuring discipline is maintained in school.

 23

2.5.3 Improvement of Effectiveness of School Rules and Regulations in

controlling Students’ Discipline

Although school rules and regulations were helpful in controlling indiscipline in

secondary schools, there had been several complaints about their effectiveness. This

is because students’ indiscipline was still prevalent in schools. Several studies

conducted on the effectiveness of school rules and regulations came up with

different views. To make rules effective, they should be emphasized by punishing

the pupils who violates them, and taking to the court parents, who fail to fulfill their

obligations. Parents should first be encouraged to instill in their children a sense of

discipline and positive value towards education (Komba,2012).

Other studies suggested involving students in making of rules in order to increase its

effectiveness. However many schools did not involve students in the process of

formulation of school rules and regulations in public secondary schools, this perhaps

is the cause of students’ unrest in majority of secondary schools (Maingi, 2017)

Sugestion from other studies insisted that school rules and regulations should be

emphasized, and enough awareness be aroused within students. This will help to

raise their awareness to rules and regulations, hence their perception of good

behavior. Thus promote effectiveness of rules and regulatins in controlling students’

indisciplie in secondary schools (Jeruto, 2011).

Effective school rules and regulations, should identify behavior to be eliminated or

the one that needs to be inculcated. It should refer to an observable behavior that can

be measured interms of accurate performance. It should also set the consequences

 24

that will come as a result of violating them (Ukpabio, 2016). Other studies

suggested cooperation between teachers and students. teachers should care about

students, this will make students trust teachers and therefore willingly obey school

rules and regulations (Gregory, 2008).

School rules and regulations should be developed jointly by parents and

teachers.This will not only make rules effective, but also, provide practical and

sustainable solutions. Futhermore, parents should be educated on the value of

education. On the other side, the long process involved in dealing with disciplinary

cases should be reduced (Komba,2012). Schools are believed to be major socializing

agent for students. But students are not passive receivers in their socialization

process. They need to be involved in decision making of some matters like making

rules.

If students are not involved, they can question some rules and reject others, thus

causing ineffectiveness of school rules and regulations (Thomberg, 2008).

Effectiveness of school rules and regulations can also be improved by doing various

practices including enforcing rules to students consistently, Organizing workshops to

teachers and administrations in order to upgrade them on techniques of making rules,

and how to implement them (Sikiba, 2008).

2.6 Empirical Literature

Studies on effectiveness of school rules and regulations have been conducted in

variors contries in the world. Findings from those studies were significant because

they revealed the knowledge that could help to control students’ behaviour in
 25

secondary schools. In this section, examples of studies related to school rules and

regulations are presentd both those conducted outside Tanzania and those conducted

in Tanzania

2.6.1 Studies Conducted Outside Tanzania

The study on categorization of school rules in Sweeden (Thornbert, 2008)

investigated and described the content of school rules, developed five categories of

school rules; relational, structural, protecting, personal and etiquette rules. The

finding of the study revealed that, school rules categorization better clarifies the

content of indistinct sets of rules and thus offering easiest access and understanding

in schools. The study agreed that school rules helped teachers to manage and

maintain discipline and recommended; rules categorization in order to highlight the

content, logic and function to make them more clear hence promote conscioussness.

A study conducted by (Dominic, 2017) on influence of school rules’ formulation on

students’ discipline in public secondar schools in Makueni County in Kenya,

revealed that the process of formulation of school rules had a significant and

positive relationship with students’ discipline in public secondary schools. Where

students were criticaly involved in the process of formulation of school rules, created

a sense of ownership of the process, consequently, a conducive school climate is

created and this likely to nurture disciplined students.

The study recommended that students should be involved in the school rules

formulation in secondary schools as this will critically create a healthy school

climate that will promote high level of students’ discipline. (Kindiki, 2009) carried
 26

out a study on effectiveness of Boards Of Governers in curriculum implementation

in secondary schools in Kenya. Findings of this study indicated that training of the

members of Board Of Governers,was directly related to the implementation of the

curriculum, the study recommended that schools should strive to provide pre-

reguisite training to the members of Board Of Governers and more involvement in

the daily running of the school.

In another study (Asare, 2015) conducted a study on Managing school discipline, the

study employed a case study design using qualitative approach where, 36

respondents comprising of 12 teachers and 24 students from two public junior high

schools were used. The study finding revealed that teachers use judgemental to

subjective behaviors as the measure to stop misbehaviors. Additionally, in place of

punishment, they preferred to encourage students who were not showing iterest in

classroom activities. The study recommended that techers should cultivate the habit

of involving students in rule setting in order to promote ownership of the rules and to

encourage them to take more responsibility for their own behavior and also employ

cooperative disciplinary measures as compared to punitive and harsh disciplinary

measures could be used to insipire children.

2.6.2 Studies Conducted in Tanzania

A study on effectiveness of school rules and sanctions in managing pupils’schooling

among Tanzanian’s economically disadvantaged pupils was conducted by (Komba,

2012).This study was conducted in Tanzania. The study atempted to answer three

research questions; What are the school rules and sanctions which are used to

encourage pupils’ regular school attendence and completion? Are these rules and
 27

sanctions effective in ensuring that pupils from economically disadvantaged

households attend school regularly and complete their primary schooling? What

should be done to improve school attendence and completion of the pupils from

economically disadvantaged households?

The study concluded that, on one hand, rules were helpful because without them

some pupils would have never attended school, on the other side , rules were less

useful since, despite them majority of pupils practiced indiscipline behaviours, the

extent to which rules were helpful depends on their implementers. The study

revealed the difficulty in implementing rules because in the villages all the

community members belongs to the same clan.

Furthermore the study carried out by (Luguluka, 2020) on effectiveness of

secondary school Boards in managing students’ discipline among public secondary

schools in Ulanga district, Morogoro.This study revealed that although school

Boards discuss discipline issues in secondary schools, but they do not take

appropriate disciplinary actions such as discontinuing students with disciplinary

issues, warning or suspending them. The study recommended that apart from

discussing about disciplinary issues, school Boards should take appropiate

disciplinary actions such as discontinuing and giving warning the students with

disciplinary issues.

On the other hand (Yaghambe, 2013) in her study; discipline networks in secondary

schools, examined the effectiveness of regulatory policy on school discipline

including use of corporal punishment policy.The study was conducted in 10

 28

secondary schools, accounting for 50 teachers, and 104 students using descriptive

qualitative approach. Findings of the study revealed that corporal punishment is

ineffective in managing students’ behavior. The study recommended that; school

culture should play a pivotal role in developing students socially and towards

responsible citizen.

2.7 Synthesis and Knowledge Gap

The literature review explained about various aspects pertaining to school rules and

regulations, as guiding principle for actions and for evaluation of actions in terms of

good and bad, or right and wrong, and therefore, a part of moral or value education

in the School. Rules and regulations are helpful and necessary support in

management of students’ discipline and the schools in general (Thornberg, 2008).

The literature review also explained about students’ disruption which occurs in

various secondary schools despite the presence of school rules and regulations. The

behaviors include truancy, lateness to school, cultism, drug abuse, quarrelsome,

rudeness, stealing, rioting and others just to mention a few (Ouma, 2013).

Occurrence of these indiscipline behaviors, despite presence of school rules and

regulations, raised a query on the effectiveness of the rules in controlling discipline.

Factors rendering school rules ineffective in controlling discipline, and the ways of

improving effectiveness, were indicated by various studies. Generally, the literarure

review have only highlighted on rules categorization, involvement of students in

school rule formulation, training of members responsible in enforcing rules and;

emphasized on taking appropriate measures to those students with discipline issues.

The literature review didn’t reveal anything about effectiveness of school rules and
 29

regulations in controlling students’ indiscipline in secondary schools. Therefore, as

an attempt to bridge the gap, this study intended to investigate the effectiveness of

school rules and regulations used to control students’ discipline in secondary schools

in Tanzania, using Liwale district as a case study.

 30

CHAPTER THREE

RESEARCH METHODOLOGY

3.1. Introduction

This chapter discussed about approach, population, study area, sampling procedure

and sample size, methods of data collection, data analysis, validity and ethical

considerations.

3.2. Research Approach

The study employed qualitative approach. Qualitative approach was appropriate for

this study because it was interpretive, you could interpret what was seen, heard and

understood. It was also natural setting that is; it enabled the researcher to collect data

in the field where participants experienced the problem. Also qualitative approach

enabled the researcher to collect multiple forms of data. Another reason is that, the

researcher learned the problem directly from the participant, and it was possible to

make changes within the process.

3.3. Population

Research Population is the large group of people or objects that have common

characteristics which the researcher intends to study and generalize the results. (R.

Fraenkel, 200). In this study, the research population comprised of Secondary

Education Officer, 17 secondary schools, students, teachers and Heads of schools in

Liwale district.

3.4. Area of the Study

Area of study is the place where the study was conducted. This study was conducted
 31

at Liwale District in Lindi region in Southern Tanzania. The reason for the selection

of the area is due to prevalence of vivid indiscipline indicators shown by students.

Several students were found roaming in the streets during class hours; they also

looked improperly dressed in their school uniform. It was common to find students

in those restricted places like in social Halls. Most parents were heard lamenting

about their child’s bad behaviors. On the other side, there had never been any

research related to students’ discipline that had been conducted in this district.

3.5. Sampling Procedure

Sampling is the method of obtaining a sample, or selecting individual members that

is subset of population to make statistical inference from them and estimate

characteristics of the whole population. (Taherdoost, 2016). The researcher in this

study used purposive selection method to obtain the samples. Purposive sampling

method is based on the knowledge and understanding of a researcher in collecting

the needed sample from the population of a study. The researcher deliberately

selected Heads of schools and District Education Officer because, these can meet up

with the objectives of a study due to their position and the role they play (Etikan,

2016)

The researcher also selected teachers responsible for discipline, Guidance and

counseling, academic and Girls matron. These teachers were selected because the

issue under investigation was students’ indiscipline problems; these individuals have

better information and immediate relations with students. Students were included in

the study basing on the inclusion criteria of age, sex, health and mental ability. Four

schools were selected basing on geographical accessibility and big number of

 32

students compared to other schools (Kombo, 2006).

3.6. Sample Size

A sample is a subject of population that is used to represent the entire group

(Kindsiko, 2019). The sample size of this study comprised of 46 respondents which

included 4 Heads of secondary schools, 16 teachers, 24 students, 1 District

Secondary Education Officer and 1 District Secondary Academic Officer. 4

secondary schools were involved in the study out of 17 secondary schools in the

District.

Table 3.1: Composition of the Sample

Number of Respondents
School/Office Head of Teachers Students DSEO Total Percentage
schools
Anna Magowa 1 4 6 11 24
secondary school
Nicodemus Banduka 1 4 6 11 24
secondary school
Rashidi Mfaume 1 4 6 11 24
Kawawa secondary
school
Likongowele 1 4 6 11 24
secondary school
District Secondary 2 2 4.0
Education Office
Total 4 16 24 2 46 100

3.7 Data Collection Instruments

In this study, the researcher collected data by using in-depth Interview for the heads

of school and teachers, Focused Group Discussion (FGD) for students and Key
 33

Informant Interviews for district educational officers.

3.7.1 In-depth Interview

In-depth Interviews are questions asked orally. It is the verbal interrogation

conducted between one people with another, with the aim of obtaining information

about the particular phenomenon. The purpose of using this method was to get the

firsthand information about the study. This technique was used to collect data or

information from respondents directly. (Michael, 1980). In this study a semi-

structured interview was used where, a list of questions based on interview guide

was constructed. (TROMP, 2006). The data were recorded by use of digital audio

recorder and; notes were taken in the field note book. The researcher expected to

used 30 minutes to conduct indepth interview with each respondent. The researcher

selected this instrument due to its flexibility as they consist of open-ended questions.

Also the instrument provided the firsthand details about the study.

3.7.2 Focused Group Discussion

Focused Group Discussion (FGD) is gathering people from similar background or

experience together to discuss a specific topic of interest. (Steward, 1990) The

purpose of using this method was to get new ideas from respondents through free

and open discussions. (Morgan, 1988). This method was aplied to students. A

group of students comprising 6 members was formed to discuss the problem of

indiscipline among secondary school students in Liwale district. The discussion was

free and open. The reercher was responsible to guide the discussion. The discussion

took 40 – 45 minutes. (Steward, 1990). The researcher used a field notebook to

 34

record discussions and digital audio recoder for recording. This was done by a

research asistant who accompaned the researcher.

3.7.3 Key Informant Interviews

It is an expert source of information (Marshal, 1996). In this study, it implied the

use of Educational officers who are believed to have a wider knowledge on matters

related to students’ discipline and school management in general. The purpose of

using this method was to get detailed information, suggestions and recommendations

from expert sources. The researcher used the District Educaton officer for secondary

schools who is believed to be skilled and experienced with secondary school matters.

This key informant provided more information and deeper insight into what is going

around in secondary schools. The duration of 45 – 60 minutes was planned for one

key informant. All interviews were recorded in the notebook and by using a digital

audio recorder.

3.7.4 Data Processing and Analysis

Data analysis is the editing, coding, classifying and tabulating the collected data,

(Kothari 2004), it is ordering, summarizing and organizing the collected raw data for

easy use in responding to the question in the study problem, (Smith, 2011). In this

study, qualitative content data analysis was used to analyze all information that was

collected. This involved construction of interview guide for collecting data in the

field. Data were collected using audio recorder and field notes, then recorded and

analyzed to produce categories and subcategories.

 35

3.8 Validity of Instruments

Validity is one of the strengths of qualitative research because it measures the

accuracy of findings. It is the degree to which, it measures what it was intended to

measure (Kidder, 1986), and it shows realistic evidence and theoretical justifications.

It supports the acceptability and appropriateness of interpretations and actions based

on test scores (Mahalangu, 1987). In this study, validity was determined by

triangulation where more than one method of data collection was used, these were

In-depth Interview, Focused Group Discussion and Key Informant Interview. Also

validity was determined through members checking transcripts to determine

accuracy, using rich descriptions, clarifying the bias by creating open and honest

narrative, presenting negative or discrepant information and discussing evidence

(CRESWELL, 2009). Also instruments for data collection were constructed carefully

and assessed by the superviser before use.

3.9 Ethical Consideration

Ethical consideration is one of the most important parts of the research, without this

part, the research can be doomed failure (Bryman, 2007). In this research, the

following points were observed in order to abide with principles of ethical

considerations:- Full consent and permit letter was obtained from Open University of

Tanzania prior collection of data, respondents were informed before interviewing

them, and confidentiality was observed. Deceptions and exaggerations about the

aims and objectives of the research was avoided, any type of communication in

relation to the research was done with honest and transparency. Furthermore,

plagiarism in this study was avoided. There was appropriation of other people’s
 36

intellectual work. Citation and acknowledgement for the use of other people’s ideas

and work was done. Again, age and sex of participants was considered.
 37

CHAPTER FOUR

PRESENTATION OF FINDINGS AND ANALYSIS

4.1. Introduction

This chapter presented the findings and analysis of the study following the objectives

which was set before. Those were; to investigate the effectiveness of school rules

and regulations in controlling students’ discipline in secondary schools in Liwale

district, to investigate factors that rules and regulations should focus in order to

control discipline in secondary schools in Liwale district and to investigate ways of

improving effectiveness of school rules and regulations in secondary schools in

Liwale district. The following were the findings:-

4.2 Effectiveness of School Rules and Regulations in Controlling Students’

Discipline

The first objective of the study was to explore, whether school rules and regulations

used to control students’ discipline in secondary schools were; effective in executing

that task. Three subcategories were developed under this main category, those were;

Inaccessibility of school rules and regulations, presence of unpleasant school rules

and regulations, and prevalence of challenges related to interventions.

4. 2.1 Inaccessibility of School Rules and Regulations

Table 4.1: Accessibility of School Rules and Regulations

Respondents Number Don’t know school rules Know school rules Total
Students 24 22 02 100%
Teachers 16 11 05 100%
HOS 04 - 04 100%
DSEO 02 - 02 100%
Total 46 33 13 1005
Source: Field Data 2021
 38

The findings showed that; 22 students out of 24 students which is equivalent to

91.6% of students and 11 teachers out of 16 teachers which is equivalent to 68.8% of

teachers don’t have access to school rules as presented in Table 4.1 above. The study

revealed that even though rules and regulations were helpful in controlling discipline

of students, but they were not very much known by both students and teachers. This

could be the reason behind for persistence of students’ indiscipline. This information

was obtained from in-depth interview by teachers and Focused Group Discussion

from students.

Regarding availability and accessibility of school rules and regulations in secondary

schools, most participants explained that these important documents are available but

they are kept in the Headmaster’s office. This was learned from 26 students out of 26

students participated in discussion which is equivalent to 100%, who claimed to have

read school rules from only joining instruction sent to them while joining the school

and nowhere else. Therefore most students requested the rules and regulations be

reproduced and re-distributed to them so that they keep on reading and re-reading.

Other respondents requested teachers to read the rules and regulations for students

repeatedly during assemble and meetings to make them clearer.

One respondent argued that:-

“School rules and regulations should be read and re-read before

students so that they should be familiar with them. This is because
some students have lost their joining instructions into which some of
the rules were stipulated” (ID Participant #9)

Another respondent emphasized that, for rules to be helpful, students should be

educated as much as possible about the school rules, emphasizing on the benefits of
 39

obeying them and the effects of not obeying. Also students should be reminded

frequently on the benefits of good discipline. The respondent said that:-

“Students should be educated to understand and abide to school rules

and regulations; also they should be educated on the consequences if
they fail to meet those rules and regulations” (ID Interview
Participant #14)

Further, the study revealed that even teachers in secondary schools, most of them

were just assigned duties like discipline master, academic master, matron or patron,

domestic and cultural affairs master, and others. However, despite being assigned

these responsibilities, they didn’t get a comprehensive guideline document on how to

execute their duties. Furthermore, not even seminars for them. This indicated that

school rules and regulations were available but not thoroughly well accessible to

both students and teachers who were responsible to enforce rules to students.

A respondent commented that:-

“What normally provided by the head of school to the teachers is just

an appointment letter, that a teacher has been appointed to execute a
certain duty such as academic master position and an outline of what
and how to carry out his tasks. No actual rules and regulations about
general management of the school are given to the teachers, not even
seminars” (ID Participant #9)

Regarding administration of punishment, the findings revealed that although

punishment helped in controlling indiscipline but appropriate procedures were not

followed by teachers. For instance a student was not even given an opportunity to

explain on his side or to be interrogated. The exercise did not abide to rules and

regulations; this could be due to unawareness of teachers to appropriate procedures

to execute disciplinary cases.

 40

A student responded this by saying that:-

“We are not invited for interrogation, teachers just discuss by

themselves then we are called at parade ground to announce
punishment. Also we are given heavy punishment for a very small
mistake” (FGD Respondent #10)

Generally, the study revealed that in most schools, rules and regulations were

available but they were not accessible to both students and teachers. This made rules

to be ineffective and eventually caused eruption of indiscipline behaviors among

students, because the rules and regulations were not clear to them. Also it made

teachers to be unfair and inconsistence in execution of disciplinary cases because

teachers were not fully familiar to school rules and regulations.

4.2.2 Unpleasant School Rules and Regulations

Regarding the support of rules and regulations, respondents agreed that rules were

helpful and they played an important role in minimizing indiscipline behaviors

among students. Despite this fact, 16 teachers out of 16 which is equivalent to 100%

expressed their concern about rules that seemed unpleasant to them. Example of such

rules includes; Truancy rule, which states that a truant student shall not be expelled

from the school until his truancy has reached ninety days consecutively. Most of the

teachers responded about this rule, complaining that it favored the action of truancy

and rendered difficulty to teachers in their effort to curb the habit. A respondent

commented that:-

“Some regulations are annoying for example the regulation of

truancy; you cannot expel a student who has not attended the school
for eighty nine days, until his truancy reaches ninety days, but it is
true that when this student comes back, will not perform well due to
his truancy”. (ID Interview Participant # 5)
 41

Reacting on the same rule another respondent explained that;-

“The school rule of ninety days should be reviewed because ninety

days are many if we want to curb the behavior. He proposed thirty
five days” (ID Interview Participant # 12)

Another rule mentioned by teachers as discouraging and demoralizing to them was

that which denied a teacher the right to punish a notorious student until he secured a

written permit from the head of school. This rule had been explained as demoralizing

and discouraging to the teachers and most of them suggested to be reviewed. One

key informant argued that:-

“For a teacher to administer punishment to undisciplined student he

must get a written permit from the head of school. We are not
pleasant with this rule it’s better be reviewed” (KI Respondent # 21)

Respondents expressed another rule that it’s not friendly to them and to the school,

and suggested to be reviewed if we wanted to improve students’ discipline in our

secondary schools. It was the one which protected a registered student for national

examinations, not to be expelled from school regardless of the magnitude of his

offence. Participants found it risky because such a student could cause a big danger

at the school knowing that no disciplinary measures could be taken upon him.

Respondents emphasized this rule be reviewed. A respondent explained by saying

that;-

“Protecting a disobedient student when committed an offence, for the

ground that he is registered for national examinations is misleading
to students and risky to the school. Once a student commits an
offence, a disciplinary measure should be applied regardless number
of days left to complete the school” (KI Participant # 22).

4.2.3 Prevalence of Challenges in Implementing School Rules and Regulations

Furthermore, the study revealed challenges which were facing teachers in enforcing
 42

rules. While responding to the interview on challenges of implementing school rules,

all 16 teachers participated in an interview, which is equivalent to 100%, confessed

to have come across challenges included political leaders’ intervening to teachers’

resolutions upon students indiscipline cases, antagonism from parents, lack of fence

for schools, poor cooperation among educational stakeholders and low awareness of

value of education among families.

It was also learned from discussions that, these challenges to a larger extent

influenced the effectiveness of school rules and regulations, because there was no

straightforward implementation of disciplinary resolutions. 4 heads of schools which

is equivalent to 100% of heads of schools, acknowledged facing interventions from

parents and leaders whenever they execute punishment to a student or students.

Teachers were fundamentally responsible for maintenance of good discipline at the

school in order to ensure Conducive teaching and learning environment. They had to

make rules for good order of the school and the discipline of the students.

Generally schools had power to enforce rules and regulations by taking disciplinary

measures or punishing students violating school orders. To fulfill this obligation,

teachers had been administering manual work, corporal punishment and expelling

seriously bad students in order to avoid others to copy from them. One key

informant explained this when he said that:-

“Teachers have authority to execute disciplinary measures within

their capabilities, but there are some political leaders and parents
who intervenes the teachers’ resolutions especially when teachers
arrive at a point of expelling a student. Teachers’ resolutions can be
intervened only if they are against stated rules and regulations” (KI
Participant #1).
 43

Regarding the issue of cooperation from parents and students, for a case where a

student was affected, for example, of pregnancy, when the case had been taken to the

court, parents and the child changed, they joined with the man who impregnated the

girl on one side. They withheld the name of the true alleged and mention a name of a

person who is not around the area. This became a big challenge because the affected

girl and the parents resisted giving the truth so that the rule could take its current.

One participant explained:-

“Sometimes it becomes difficult to take stern measures to those who

impregnate the girls students because parents and their children
denies to give cooperation when it comes the point of providing the
name of who has impregnated the student, they normally deceive by
providing the name of the person who is not there” (KI Participant
#2)

Another challenge was brought by those rules which were not pleasant to the

teachers those disagreeable rules which included students’ truancy rule of ninety

days; teachers are not allowed to punish a student until they get written permit from

head of school and that regulation which protects a registered student for national

examination not to be charged. These rules discouraged teachers from going on with

efforts to improve students’ discipline in secondary schools.

4.3. Factors that School Rules and Regulations should Focus in Order to

Control Indiscipline

This was the second objective which explored the root causes of indiscipline so that

school rules and regulations should focus on them. Under this, three subcategories

were also formulated; those were immoralities within the society, society

irresponsibility and globalizations.

 44

4.3.1. Immoralities within the Society

The study revealed that immoralities were the first factors causing indiscipline in the

study area. This was shown by 46 respondents who were 100% of respondents in the

study. Regarding the issue of immoral behaviors and economic roots of culture, the

study revealed that most parents were living under low economic status, and they

normally left their houses and residents to establish temporary settlement for faming

at a distant location. Others woke up early in the morning and left for shamba, both

got back home as late as eight post meridian. In this situation, children were left

alone controlling themselves throughout the day.

These trends dragged children into learning indiscipline practices from other

children who were morally already decayed. Also parents failed to provide their

children with necessary requirements for school and for living in general. Sometimes

parents instructed their children to find their own means to secure basic needs. In

that situation, children existed under constraints; despite the truth that they were

students. Some children were left at home as heads of clan, controlling themselves

and their young sisters and brothers in finding basic needs for survival and

schooling. These situations drove those children to fall into bad behaviors including

truancy, prostitution, joining bad peer groups and others drop out from the school

completely.

One key informant explained about this scenario when he said:-

“Parents leave their children at home and go to simsim farms where

they stay for three to four months without caring them” (KI
Participant #2)
 45

The participant further commented by telling the researcher that:-

“The parent also tells her female child that she doesn’t have soap to
give her, therefore asked her daughter to get soap from her own
means. This is an indication that the parent is allowing indirectly her
daughter to engage in prostitution behavior if she wants to get soap”
(KI Participant #2).

Findings also revealed that when both parents and children were at their normal

residence, most families had detached accommodation style where parents gave

freedom to their grownup children to sleep separate from their parents. So children

dwelt in their own apartment, this implied giving children freedom to invite any

friend at any time. In doing all these, children adapted immoral behaviors. One in-

depth interview participant commented on this habit by saying that:-

“There is a system in families where houses are built in such a way

that on one side a big house is built for parents and on the other, one
or two smaller huts were built specifically for grownup children.
Those children will sleep in their huts freely without any interference
from their parents. This system is not good, it accelerates Indiscipline
of students” (ID Interview Participant # 3).

Regarding the issue of parents’ role to students’ disciplinary matters, the study

further revealed the habit of parents to play favoritism to their children. Whenever

school children were found guilty against school rules, and disciplinary actions was

about to be taken upon them, Parents protected and defended their children bitterly.

This made students’ indiscipline to persist in secondary schools in Liwale district

because parents gave bold and audacity on their children. One participant disclosed

this, he said that:

“Even if a child has committed an offence or done a mistake, a parent

will defend and protect his/her child, therefore indiscipline in family
level persists” (ID Participant #1)
 46

Regarding the issue of power in the family, the finding revealed that children in most

families override their parent that is; children were spokesmen in the family. In this

manner, even if children became loose, parents could not dare to control them.

Children at adolescent stage manifested lack of discipline more than others. A

respondent commented on this:-

“A child becomes powerful in the family and dominates his parents.

The same student when joined in form one was disciplined but on
reaching form three and four starts to quarrel with teachers and
overriding his parents” (ID Participant # 1)

4.3.2. Societal Irresponsibility

When asked why indiscipline of students persists despite presence of school rules, 21

respondents out of 46 respondents, which is equivalent to 45.6% of respondents,

declared parents to be the major causing factor. Participants of this study explained

that, the society in general was irresponsible towards students’ indiscipline

behaviors; this was because most people counted as less concerned that is, no one

seemed to care about immoral behaviors. Even the real parent of the child believed

that the teacher was the only person to take action against children indiscipline

practices. One respondent explained about this situation. He said that:-

“The society does not rebuke about indiscipline behaviors even if

they see them. They don’t even warn individual student, everyone sees
the situation but leave it for the teacher”. (ID Participant #13

Table 4.2: Respondents Views on Cause of Students’ Indiscipline

Respondents Total Major cause of indiscipline
Parents Students Teachers DSEO
Students 24 8 10 2 4
Teachers 16 6 7 - 3
Heads of schools 04 1 2 - 1
DSEO 02 - 2 - -
Total 46 15 21 2 8
= 100% = 32.6% = 45.6% = 4.3% = 17.3%
Source: research data, (2020)
 47

4.3.3. Globalizations

On mentioning globalization as factor for persistent indiscipline, 21 respondents out

of 46 respondents, which is equivalent to 45.6% of respondents, explained that

influence of globalization amongst children, which involved information and

communication technology like internet, television and the use of smart phones had

influenced most youths into European dressing styles, foreign music and European

way of talking. Thus disvaluing moral ethics and practicing immoral styles of life. It

was even more serious that children found sexual practices and various games in the

YouTube, most of which are immoral. One respondent said that:-

“Students spend much of their time watching television broadcasts

and using mobile phones especially Smart phones develop
indiscipline behaviors” (ID Participant #12

4.4 Improvement of Effectiveness of School Rules and Regulations

The third objective of the study was to investigate respondents’ opinions, on what

should be done to make rules and regulations effective in controlling students’

discipline in secondary schools. From the findings, three subcategories of opinions

were developed; review of unpleasant rules and regulations, cooperation among

stakeholders and efficiency of key responsible.

4.4.1 Review of Unpleasant School Rules and Regulations

On responding to corporal punishment and other unpleasant rules, 4 heads of schools

which is equivalent to 100% of heads of schools; and 16 teachers equivalent to 100%

of teachers, proposed that some school rules should be revised in order to encourage

teachers’ efforts and initiatives in controlling immoral behaviors among students.

Those rules included truancy rule which states that, a truant student shall not be
 48

expelled from the school, until she or he has stayed away for ninety consecutive

days. Another regulation mentioned by respondents as discouraging, was the one that

denies a teacher the right to punish a notorious student, until he has secured a written

permit from the head of school, and the third was, the rule that protected a registered

student for national examinations, not to be expelled from school regardless of the

magnitude of his offence.

Heads of schools and teachers complained that, these rules favored indiscipline

behaviors, discourage teachers and places schools under risky of an outbreak of

excessive indiscipline behaviors. The respondents had also proposed withdrawing

the rule of; banning of corporal punishment. Respondents had the following

comments:-

“Some rules are annoying for example the regulation of truancy; you
cannot expel a student who has not attended the school for eighty
nine days, until his truancy reaches ninety days, but it is true that this
student will not perform well due to his truancy”. (ID Interview
Participant # 5)

Reacting on the same rule another respondent explained that;-

“The rule of ninety days for a truant student to be expelled should be

reviewed because ninety days are many days if we want to curb the
behavior, he proposed thirty five days are enough ” (ID Interview
Participant # 12)

A respondent explained by saying that;-

“Protecting offensive student because he is registered for national

examinations is not good, there are some offences that need to be
taken care in such a way that even if a student committed that an
offence remained with two days to complete the school a disciplinary
measure must be taken” (KI Participant # 22)

One key informant argued that:-

“For a teacher to administer punishment to undisciplined students,

 49

necessitates him to get written permit from the head of school, this is
not pleasant to the teachers” (KI Respondent # 21)

4.4.2 Cooperation among Stakeholders

The study revealed that 46 respondents which is equivalent to 100% pleaded for

cooperation among stakeholders as a way of improving students’ discipline. Good

cooperation among parents and teachers, teachers and students was required. Parents

and teachers antagonism was said to bring more indiscipline among students,

because whenever teachers implemented school rules to execute disciplinary cases,

parents intervened, thus gave student’s audacity and more stubbornness.

One participant confirmed that:-

“There is no cooperation between parents and teachers; the

relationship between them is not good thus makes it challenge to the
teachers to improve students discipline” (FGD Participant # 17)

The findings further explained that, good relation among stakeholders to school

administration was also compulsory. This included relation among religious groups,

government officials including Village and Ward Executives, political leaders and

school board members. One participant had this to do on relations:-

“Good relation and cooperation among teachers themselves, teachers

and parents, teachers and students is very important if we really need
to improve discipline of students, also government and political
leaders should respect teachers resolutions and not to intervene” (ID
Participant #12)

Parents were supposed to assist teachers by working hand and hand with them,

instead of playing antagonism by defending their children.

4.4.3 Efficiency of Key Responsible

On discussing about efficiency in executing responsibilities, 42 respondents out of

 50

46 respondents which is equivalent to 91.3% of respondents, explained that primary

in-charge, that is; parents, teachers and students themselves; have to play their role

effectively. Parents were expected to satisfy their children with basic needs for

schooling, this could have ensured children to live comfortably and eventually

display moral behaviors One ID Interview Participant expressed his experience when

he said that:-

“Parents should effectively execute their obligation to their children”

(ID Participant #19)

From the findings, it was learned that parents were not accountable; they left their

children to seek for the basic requirements for both schooling and survival. The

respondent commented that parents were required to be close to their children, but

children were left at home while parents left for farming at a distant place where they

stayed for up to three to four months. During that time, when children were left on

their own, they became tempted to engage with immoral practices hence turned to be

undisciplined. One participant explained that:-

“Parents leave their children at home and go to simsim farms where

they stay for three to four months without caring for basic needs for
their children they have left at home” (KI Participant #2)

Another participant also lamented on the parents’ irresponsibility by saying that:-

“Parents do not perform their role, they are supposed to provide

basic needs to their children at the right time and stay together with
them rather than leaving them freely” (ID Interview Participant # 13)

Therefore it was learned from these participants that in order to improve students’

discipline, parents had to be close to their children, this included staying together,

talking and teaching moral behaviors to their children. It was the responsibility of

parents to make a follow-up and provide appropriate guide to their children behavior,
 51

movement, type of relatives or colleagues and their general development. It was

noted from the study that most parents do not take these charges to their children;

instead they kept their children under free range system to which a child was free to

associate with whatever the group he feels interested and undertake movement

according to when and how he wishes. One participant explained that:-

“There is a system in families where houses are built in such a way

that on one side a big house is build for parents, and on the other
side, one or two smaller houses are built specifically for grownup
children. Those children will sleep in their hurt freely without any
interference from their parents”. (ID Participant #3)

Another participant added when he argued:-

“The parent tells her female child that, she doesn’t have soap to give
her daughter, therefore asked her daughter to get soap from her own
means. This is an indication that the parent is allowing indirectly her
daughter to engage in prostitution behavior” (KI Participant #2)

The argument from participants, disclosed the truth that parents didn’t monitor their

children and in so doing facilitated development of indiscipline behavior within

them. Therefore, for effective control and improvement of students’ discipline,

parents had to play their role of monitoring their children in order to discover

abnormal and inappropriate behaviors. This could even enable the parent to take

preliminary control measures before the condition had become worse. The study also

revealed that in order to improve students’ discipline, commitment of all teachers in

all schools had to be comprehensive. One respondent commented that:-

“We as teachers, have to play our role because without discipline

there will be no success” (ID Participant #19)

Further finding revealed that for schools to achieve the desired discipline, students

were also responsible to adhere to school norms, respect teachers and resort to
 52

academic activities. The student respondent commented that:-

“Students on our side, we are ought to abandon with indiscipline

behaviors, because we are here to learn for our benefit, therefore we
must respect our teachers” (FGD Participant #17)

Regarding students peer groups, the finding disclosed the presence of bad peer

groups that mostly influenced behavior of other students to fall into immoral

practices. The respondent emphasized:-

“Students should avoid immoral peer groups, because everyone

comes from different family with different background, some families
do not see the value of education” (ID Participant #2)
 53

CHAPTER FIVE

DISCUSSION OF THE FINDINGS

5.1. Introduction

The following were the discussions of the major findings of the study

5.2 Effectiveness of School Rules and Regulations

The first objective of the study was; to investigate the effectiveness of school rules

and regulations in controlling students discipline in secondary schools in Liwale

district. Generally the findings of the study revealed that; school rules and

regulations were ineffective in controlling students’ discipline in secondary schools.

According to the finding of the study, effectiveness of school rules and regulations

was found to be urgent in controling students’ indiscipline in secondary schools,

despite this; rules were found to be ineffective in controlling indiscipline behaviors

(Adam, 2003).

The reasons for this were found to be inaccessibility of rules that’s students’

unawareness of most of school rules and regulations, failure of school

administrations to educate students on benefits of obeying rules and consequences of

not obeying them, rules were not displayed on open places or given to students for

them to read and re-read. These findings, concured with the findings of (Komba,

2012), who attributed that when school rules are effective, helps in maintaining

discipline and school order.

Presence of unpleasant rules was another factor that made school rules ineffective.

Unpleasant rules were rules that prohibited teachers to administer punishment to a

 54

student until they had obtained a written permit from the head of school, the truancy

rule of ninety days and the rule that prohibits a registered student for national

examination, not to be expeled regardless of whatever an offence commited by that

student. The result further revealed challenges faced by teachers as another factor

made rules to be ineffective. Whenever teachers took measures in students’

indisciplinary behaviors, there were political leaders interventions.

Also teachers lacked cooperation from parents as parents played a sort of antagonism

with teachers. In adition to this, all schools visted lacked a fence around schools.

The findings concurred to the study of (Anderson, 1992), who explained that without

discipline no meaningful education can be achieved, and without rules and

regulations no discipline that could be developed among students. Also the study of

(Masiga, 2012) and (Othman, 2017) who held on the opinion that school rules and

regulations must be accessible, friendly and clearly stated to all members of the

school.

Therefore there was a need for the school management to display different rules and

regulation in order to ensure its accessibility to students, This could made rules

effective. On its side, the ministries responsible with Education emphasized school

leaders to posses school rules and abide with them in managing their schools and

that, those rules and regulations were always been sent to respective schools. The

findings again revealed that, apart from making rules and regulations accessible,

there was no prescribed mechanism used by administration to enforce them to its

members of the school. This finding was supported by (Ngwokabueni, 2015), who

noted that students’ indiscipline in most secondary schools were caused by lack of
 55

effective implementation of school rules and regulations. These findings were

contrary from those discussed by (Sadik, 2017) who commented that punishment

was intended to remove disruptive behavior, however, it offered only a short time

effects and causes repetition of the misbehavior.

5.3 Factors that School Rules and Regulations should Focus in order to Control

Indiscipline

Factors that school rules should focus, are those factors which cause students’

indiscipline in secondary schools. The findings of the study revealed factors related

to immoralities. These included, parents failure to provide basic needs to their

children, instead gave the children freedom to find basic needs on their own, this

encouraged students to engage in prostitutions. Also parents favouritism to their

children even if they were found guilty and disobedient against school rules. Others

were peer pressure, biological changes and parents let their children be spokesperson

in the most families.

These findings had a support of (Odebode, 2019), who reported that, high rate of

indiscipline was caused by low parental control and moraly decayed society, and

(Mwaniki, 2008), who added that the main causes of students’ indiscipline in schools

were peer ressure, also (Eshatu, 2014) who explained that peer groups contributed to

indiscipline because some students considered going against school rules and

disrespecting teachers as a fashion, and those who didn’t perform these were

considered as inferiors. This findings also concured with the findings of (Jinot,

2018), who commented that adolescence stage caused by biological changes

manifested indiscipline among the learners. On the other side, the policy of
 56

education committed parents to play a key role in providing all the needs for their

children for schooling.Therefore it seemed that parents were not playing their role as

expected. Also our education and school rules and regulations seemed not to take

stern measures to irresponsible parents

In this situation, school authority could have considered to have an active Guidance

and Counselling unit or adivisory organ that could be responsible in advising and

helping students to make informed choices. This was also in the line with

educatonal policy directives which wanted schools to have advisory bodies that

would oversee school general management issues. Rules were supposed to be

maintained tightly as stipulated in The Education Act of 2002. In which there were

regulations such as The Education (Expulsion and Exclusion of Pupils From

Schools) Regulation. The school administration could have ensured the involvement

of parents in settling those disciplinary cases.

The results further revealed societal irresponsibility factors, which caused students’

indiscipline and therefore school rules should focus on them. These factors included

the tendence of members of the society other than parents around the school,

counting themselves out, that is less concerned of the students’ misbehaviors.

According to respondents’ views, this trend contributed much on the deviation of

moral behaviors among the children, as most members of the society believed that

rebuking students was the responsibility of only teachers. This was revealed through

participants who claimed that, the entire society was irresponsible as most people

counted themselves out, that is, no one cared about immoral behavior of students.

This perspective was contrary to that of (Odebode, 2019) who noted that, the society
 57

was supposed to have a strong hold on its members as members portrayed the image

of the society and the society breeds its members. Therefore to curb indiscipline

among students, members of the society must be informed of the causes of

indiscipline of students.

According to the finding of the study, it seemed that school administration, had not

been involved members of the society where it was necessary, in school activities

and events in order to educate them. This could have raised their understanding and

awareness of their roles as members of the society. As regards to globalization

factors, the findings revealed that, development of information and communication

technology, through it’s mass media systems, magazines, internet and smartphones,

affected most students’ behavior. Respondents lamented on globalization to be

among major causes of indiscipline as it made students adapt foreign ethnicity and

critisized traditional moral values. This was also confirmed by (Gyan, 2015) who

commented that media was partly responsible for students’ immoralities through its

movies advertisements.

Despite all these, it is true that globalization had both positive and negative impacts.

Positive impact like shairing of the knowledge and skills, International relationship

and facilitation of communication. On the other hand it increased conflict among

different cultures, therefore it is urgent for students to be selective on what to follow

and not. School administration and the society could play their role to guide students

towards the use of Television, Internet and Mobile phones as the government

regulations restrict students entering Social Halls. Also The Education and Training

Policy of Tanzania emphasized acquisition and appreciation of culture, customs and

 58

traditions of the people of Tanzania.

5.4 Improvement of Effectiveness of School Rules and Regulations

The findings suggested to the entity responsible for making school rules and

regulations to revise unpleasant rules and regulations that seemed to humiliate

teachers including the banning of corporal punishment. This finding concured with

the study by (Odebode, 2019) who suggested that, the government should reverse the

banning of the corporal punishment and to increase awareness of school rules and

regulations to students and teachers in order to increase its effectiveness hence

promote good behaviors. This is also supported by (Sheldon, 2015) who insisted

that students and teachers should be familiar with school rules and regulations.

Currently in most schools teachers are complaining about banning of corporal

punishment, being prohibited to administer punishment without written permit from

the headmaster and protecting a registered student for National Examinaton from

being expeled even if committed a serious offence. The study suggested these

regulations be reversed. These also concured to the study by (Ofori, 2018) which

explained that the removal of corporal punisment in schools had caused even more

indiscipline among students, and teachers felt more vulnerable.

Teachers seemed to be depressed and hesitant to take stern measures to disciplinary

offences due to prevalence of unfriendly rules and regulations. Also, respondents

emphasized that teachers are primary key holders who were supposed to continue

with new vigor in instilling good moral behaviors in students. The study also

suggested establishment of good, strong and mutual realationship and cooperation

 59

between parents and teachers, teachers and students. This finding was in agreement

with the findings of (Gyan, 2015), which affirmed that cooperation among parents

and teachers facilitated control of studets’ misbehavior.

During interogation, most respondents disclosed that; the relationship between

parents and teachers, was very pathetic and this rendered difficulty to teachers to

curb indiscipline behaviors. This is contrary to suggestion from the study by (Ofori,

2018), that emphasized on Parent-Teacher Associatios and meetings that could be a

good venue to share ideas on how to deal with indiscipline problems in the school.

Furthermore, the findings suggeted increased efficiency of individual key

responsible, that is parents, teachers and students. During interogation most

respondents confirmed that parents were inefficiency in performing their roles as

they didn’t care their children, they didn’t teach them good behaviors and they

abandoned their responsibilities to the teachers. It was found generally that parents

were not committed. This finding was supported by (Jinot, 2018) who commented

that parents did not take care of their children, the child was free to do whatever, go

wherever and behave however he/she wishes.

 60

CHAPTER SIX

SUMMARY, CONCLUSION AND RECOMMENDATIONS.

This chapter presented summary, conclusion and recommendations of the study

based on the findings.

6.1 A summary of the Study

The main purpose of the study was to investigate the effectiveness of school rules

and regulations in secondary schools, in particular the study attempted to acomplish

three objectives ; to investigate effectiveness of school rules and regulations in

controlling students discipline, to investigate wht factors should school rules focus in

order to control students indiscipline and to investigate what should be done to

improve effectivenesss of school rules and regulations. The study was guided by

three reserch questions; to what extent school rules are effective?, what factors

should school rules focus in order to control indiscipline ? and what should be done

to improve effectiveness of school rules and regulations? . The study was conducted

in Liwale district Lindi region. The study employed in-depth interview, Focused

Group Discussion and Key informant interview as methods in collecting data in the

field.

In the line with the specific objectives of this study, the following were presented as

the findings of the study; School rules were ineffective in controlling indiscipline of

students in secondary schols, this was due to inaccessibility of the rules, presesnce of

unpleasant rules and interventions of teachers resolutions by parents and official

leaders. Factors that school rules should focus in order to control indiscipline, those

were immoralities within the society, societal irresponsibility and globalization. The
 61

third finding was about what should be done to improve effectiveness of school

rules. Review of rules, cooperation and efficient of key responsible were presented

as ways of improving effectiveness of school rules in secondary schools.

6.2 Conclusions

Basing on the findings and discussions of the study, the following were the

conclusions of the study:-

Effective school rules and regulations has significance in controlling students’

indiscipine in secondary schools. However, rules and regulations were found to be

ineffective as indicated by prevalence of students’ misbehaviors and respondents’

opinions. This ineffectiveness of school rules and regulations were caused by

inaccessibility of rules to students and teachers, banning of corporal punishment by

the government, restrictions by law of teachers not to administer punishment until

they obtain a written permit from the head of school, intervention by politicians and

poor cooperations among stakeholders.

On the other hand, Immoralities, societal irresponsibilities and globalization are the

major factors that causes students indiscipline in secondary schools.Considering

ways of improving effectiveness of school rules and regulations, the study concluded

that, Schools should have mechanisms to enforce rules and regulations, such as

mentoring and educating students on the importance of respecting schools rules and

effects of not respecting them. On the other side, ministries responsiblr for education

should revise some school rules including abolition of corporal punishment. Also

parents and teachers should work to fulfil their responsibilities towards students with

maximum commitment and efficiently.

 62

6.3 Recommendations

Based on the findings, discussions and conclusions, the study presented the

following recommendations for both practical action and for further studies.

6.3.1 Recommendations for Practical Action

From the findings of the study, effectiveness of school rules and regulations were

found to be very important support and helpful in controlling students’ discipline,

the study therefore, recommended to school administration; to provide copies of

school rules to each student and set forums such as school baraza, class meetings and

morning parade, in which they can educate students on the importance of respecting

and obeying those rules and regulations, and the consequences of breaching the

rules.

Also, the government should rethink and then reverse, the banning of corporal

punishment and other rules so that teachers could be able to discipline students. This

is because students do not regard other punishments as serious. Furthermore, Parents

and the society at large, should continue playing their role of monitoring the

children and instil the culture of self respect and obedience to the laws of the school

and the country in general, because parents constitute the foundation of the life

values. Politicians and government officials on their part, should trust and respect

teachers resolutions and school rules in general, they should not intervene with

teachers genuine resolutions on disciplinary cases. In addition to this, the study

recommended a high cooperation among teachers, parents and government officials

around the school, because these are the most influential to the life of the child.
 63

6.3.2 Recommendations for Further Studies

Since this study was conducted in Liwale District in Lindi Region, the findings and

recommendations may not be appropriately applicable for the whole country. I

recommend another study, on effectiveness of school rules and regulations in

controlling students’ indiscipline in secondary schools be conducted in other areas

of the contry.
 64

REFERENCES

Adentwi, K. (1998). Teachers and Students Perceptions of Classroom Indiscipline in

Selected Senior Secondary Schools in the Cape Coast Municipality.

Unpublished Master of Philosophy, University of Cape Coast, Cape Coast,

Ghana.

Ali, A. (2014). Types, Causes and Management of Indiscipline Acts among

Secondary School Students in Shomolu Local Government Area of Lagos

State. Journal of Studies in Social Sciences,8(2), 254-281.

Anderson, D. (1992). Common Ground: An Experince Trans-Discipline Practice

Learning . Journal of International Professional Care, 6(3), 243-252.

Asare, A. S. (2015). Managing School Discipline: The students' and Teachers'

Perceptionon Disciplinary Strategies. Educational Journal of Psychology

Research, 3(2), 1-11.

Awang, M. (2013). A Documentary Analysis of the Government Circular on

Positive Behavior Enhencement of Strategies . Journal of Asian Social

Science, 9(3), 203.

Barongo, S. (2016). School Administration Strategies and Students Discipline in

Public Secondary Schools in Kisii District, Kenya. Journal of Research of

Humanities and Social Science, 6(11), 1-20.

Belle, L. J. (2017). Factors that Influence Student Behavior in Secondary Schools.

European Journal of Education and Development Psychology,5(5), 27-36.

C.W.SSteyn. (2013). Learner Discipline; Acomperative Educaional Perspective .

Journal of Education and Practices, 526 (50), 1-60.

 65

Chand, S. P. (2012). The Role of Parents in Maintainng Discipine Amongst Form 4

Secondary School Students in Fiji. Research Journal of Social Science and

Management, 2 (6), 12-15.

Creswell, J. (2009). Research Design, Qualitative, Quantitative and Mixed

Approaches. Third Edition. Loss Angeles, London, New Delhi, Singapore:

Sage Publishers.

DeHart-Davis, L. (2009). A Theory of Effective Organizational Rules. Journal of

Public Administration Research and Theory, 19 (1), 361-384.

Dominic, M. (2017). Influence of School Rules Formulation on Students' Discipline

in Public Secondary Schools in Makueni County. International Journal of

Humanities and Social Science Invention, 6(1), 1-6.

Erasmus, J. (2015). The use of Danielson's Framework in Developing a new

Fieldwork Training Setting for 3rd Year Occupational Students From

University of the Western Cape. Journal of Occupational Therapy, 45 (2),

68-72.

Godfrey, C. R. (2016). Managing Students for Comliance t Rules and Regulations in

Nigerian Secondary Schools. International Journal of Educational

Administration Planning and Research , 8(2), 272-282..

Godfrey, E. (2016). Managing Students for Compliance to Rules and Regulations in

Nigerian Secondary Schools. International Journal of Education and

Administration Planning and Research, 8(2), 272-282.

Gregory, A. (2008). Adolescent Trust in Teachers:Implications for Behavior in the

High School Classroom. School Psychology Review, 37 (3), 337-353.

 66

Gyan, E. (2015). Causes of Indiscipline and Measures of Improving Discipline in

Senior Secondary Schools in Ghana:Case Study of a Senior Secondary

Schools in Sunyani. Journal of Education and Practice , 6(11), 19-25.

Idu, A. (2011). Indiscipline in Secondary Schools:A Cry to all Stakeholders in

Education. Journa of Education and Social Research, Vol.1 (5), Page 81-88.

J.Costello, B. (2014). Social Control Theory: The Legacy of Travis Hirschi's Causes

of Deliquency. Annual Review of Criminalogy, 3(1), 1-16.

Jeruto, T. (2011). Extent of Student Perticipation in Decision Making In Secondary

Schools in Kenya. International Journal of Humanity and Social Science, 1

(1), 92-99.

Joubert, R. (2004). Discipline: Impact on access to equal educational opportunities .

Perspectives in Education, 22(3), 77-86.

Kagoiya, P. (2018). Examining Factors Contributing to Indiscipline in Primary

Schools in Nyeri Central Sub-County, Kenya. Pedagogical Research

Journal, 3(2), 7.

Kindiki, J. N. (2009). Effectiveness of Boards Of Governers in Curriculum

Implementation in Secondary Schools. Journal of Educational Research and

Review, 4(5), 260-266.

Kiprop, C. (2012). Approaches to Management of Discipline in Secondary Schools

in Kenya. Journal of Research in Management, 2(3), 120-138.

Komba, A. (2012). Effectiveness of School Rules and Sanctions in Managing Pupils'

Schooling Coming from Tanzanian's Economically Disadvantaged Pupils .

Journal of Adult Education, 19(1), 61-75.

Komba, A. (2012). The Effectiveness of Schoo Rules and Sanctions inManaging

 67

Pupils' Schooling among Tanzanian's Econimically Disadvantaged Pupils.

Journal of Adult Education, 19 (1), 61-75.

Luguluka, A. T. (2020). Effectiveness of Secondary School Boards in Managing

Students' Discipline Among Public Secondary Schools in Ulanga District,

Morogoro Tanzania . East African Journal of Education and Social Science,

1(3).184-190.

Maingi, D. (2017). Influence of School Rules' Formulation on Students' Discipline in

Public Secondary Schools in Makueni County . International Journal of

Humanities and Social Science Invention, 6(1).1-6,

Mares, J. (2018). Students Indiscipline in the Classroom . Journal of Sociocultural

Environment , 28(4), 556-598.

Marshal, M. (1996). The Key Informant Technique. Journal of Family Practices,

13(1), 1-5.

Mehta, R. (2016). Effect of Discipline and Self Discipline in Students Life.

Journalof Education and Practice, 7(3), 28-35.

Meier, P. M. (2010). Disruptive Behaviour in the Foundation Phase of Schooling .

South African Journal of Education, 30 (1), 41-57.

Moigua, Y. F. (2019). Causes of Indiscipline Among Pupils in Four Selected Junior

Secondary Schools in Bo City. International Journal of Multidisciplinary

Research and Publications, 1(11), 37-42.

Mulwa, D. M. (2017). Influence of School Rules' Formulationon Students'

Discipline in Public Secondary Schools in Makueni County. International

Journal of Humanities and Social Science Invention, 6(1), 1-6.

Muneja, M. S. (2013). The Experience of Disciplinary Measures in Tanzania.

 68

Adventist Secondary School: A Case Study. Journal of Education and

Practice, 4 (25), 169-175.

Mwaniki, G. S. K., Ngunjili, M. & Kiumi, J. K. (2016). Influence of Teacher-

Student Relationship on Students Indiscipline in Naivasha Sub County,

Kenya. Journal of Humanities and Social Sciences , 21(9), 30-37.

N.Nzokurum, J. (2017). Student's Discipline Management Personnel Services and

Teachers Productivity in Public Secondary Schools in Enugu State,Nigeria.

International Journal of Academic Research and Reflections, 5(1), 109-116.

Ndaita, J. (2016). The Nature and Causes of Indiscipline Cases Among Public

Secondary Schools Students in Thika Sub County, Kiamba County, Kenya .

British Journal of Education, 4(7), 55-66.

Odebode, A. A. (2019). Causes of Indiscipline Among Students as Viewed by

Primary School Teachers in Nigeria. Journal of Education and Practice,6(1),

126-140.

Okoroma, N. (2006). Educational Policies and Problems of Implementations in

Nigeria. Australian Journal of Adult Learning , 46(2), 244-261.

Ouma, M. (2013). Management of Pupils Discipline in Kenya:A Case Study of

Kisumu Municipality. Journal of Educational Research, Vol.4(5), Page 374-

386.

Ouma, M. O., Simatwa, E. W. & Serem, T. D. K. (2013). Management of Pupils

Discipline in Kenya: A Case of Kisumu Municipality. Journaal of Education

Research, 4(5), 374-386.

Roos, R. (2003). Legal Rquirements for School Rules and Disciplinary Sanctions.

Journal of Education and Practice, 68(4), 481-498.

 69

Sadik, F. (2018). Children and Discipline;Investigating Secondary School Students

Perception of Discipline Through Metaphos. European Journal of

Educational Research, 7(1), 31-45.

Semali, L. M. (2016). Challenges Facing Teachers' Attempts to Enhence Learners'

Discipline in Tanzanians' Secondary Schools. World Journal of Education,

6(1), 50.

Sikiba, R. (2008). Safty without Suspension . Journal of Educational Leadership,

66(1), 38-43.

Simatwa, E. M. W. (2012). Management of Students Discipline in Secondary

Schools in Kenya. A Case Study of Bungoma County . Journal of Education

and Practices , 3(2), 172-189.

Simuforosa, M. & Ngara, R. (2014). Review of Arts and Humanities. Learners

Indiscipline in Schools. Journal of Educational Practices, 3(2), 79-88.

Suru, M. H. (2012). The Effectiveness of Policy Planning in Education between

2000 And 2006:The case of Ward-Based Secondary Schools in Kondoa

district,Tanzania. Journal of Education and Development, .2(1), 88-116.

Sweetland, R. S. (2000). School Characteristics and Educational Outcomes Towards

an Organizational Model of Students Achievement in Middle Schools.

Journal of Educational Administration Quarrterly, 36(5), 703-729.

Thornberg, R. (2008). School Childrens Reasoning About School Rules. Journal of

Research Papers and Education, 23(1), 37-52.

Thornbert, R. (2008). Categorization of School Rules . Journal of Educatonal

Studies, 34(1), 25-33.

 70

Ukpabio, G. E. (2016). Managing Students for Compliance to School Rules and

Regulations in Nigerian Secondary Schools. International Jounal of

Educational Administration Planning and Research, 8(2), 272-281.

Yaghambe, R. (2013). Discipline Networks in Schools:Policy Dimensionsand

Children's Rights in Tanzania. Journal of Studies in Education, 3(4), 1-15.

 71

APPENDICES

Appendix I: In-depth Interview guide for heads of secondary schools.

Name of school _________________________________________________

The aim of this interview schedule is to collect information about the causes of

students’ indiscipline in secondary schools in liable district. All the information that

will be collected will be only for the purpose of this research, and will be kept

strictly confidential.

1. How do you understand by the concept of students’ indiscipline?

2. How can you explain the state of students discipline in this school?

3. What do you think are the causes of students’ indiscipline?

4. What are your suggestions on control of students’ indiscipline?

5. How students’ governments help teachers to improve indiscipline of students?

6. How school leadership influences students discipline?

Thank you very much for your cooperation

 72

Appendix II: Maswali kwa ajili wa wakuu wa shule za sekondari

Jina la shule _________________________________________________

Lengo la maswali haya ni kupata taarifa kuhusu nini chanzo cha utovu wa nidhamu

wa wanafunzi wa sekondari katika wilaya ya Liwale.Taarifa utakazotoa na

kukusanywa zitakuwa ni kwa ajili ya tafiti hii tu, na zitakuwa ni siri.

1. Unaelewa vipi kuhusu swala la utovu wa nidhamu kwa wanafunzi?

2. Hali ya nidhamu ya wanafunzi katika shule yako ikoje?

3. Unadhani nini chanzo cha utovu wa nidhamu wa wanafunzi?

4. Unashauri nini kifanyike ili kuzuia utovu wa nidhamu wa wanafunzi ?

5. Serikali ya wanafunzi inasaidiaje walimu kuinua nidhamu ya wanafunzi?

6. Kwa namna gani uongozozi wa shule unafanya ili kuimarisha nidhamu?

Nakushukuru sana kwa ushirikiano

 73

Appendix III: Interview guide for teachers

Name of school ___________________________________________

Dear teachers, this interview aims at collecting information about causes of students’

indiscipline in secondary schools in Liwale district and ways to control the situation.

Your answers will help to provide the real picture of the problem and the solution.

All information that will be collected will be only for the purpose of this research,

and will be kept strictly confidential.

1. How do you understand about students’ indiscipline?

2. How can you explain about the state of students discipline in your school?

3. What initiatives taken by staff members to deal with students’ indiscipline?

4. How do school rules contribute to students’ discipline?

5. What do you think are the causes of students’ indiscipline?

6. How effective is students’ government to disciplinary matters?

Thank you very much for your cooperation

 74

Appendix IV: Maswali kwa ajili ya waalimu wa sekondari.

Jina la shule ___________________________________________

Ndugu walimu, maswali haya ya tafiti yanalenga kupata taarifa juu ya utovu wa

nidhamu wa wanafunzi wa sekondari katika wilaya ya liwale. Majibu yako

yatasaidia kupatikana kwa picha halisi ya tatizo na namna ya kuzuia. Taarifa zote

utakazotoa zitakuwa ni kwa ajili ya tafiti hii tu, na zitakuwa siri.

1. Unaelewa vipi juu ya utovu wa nidhamu wa wanafunzi?

2. Eleza hali ya nidhamu ya wanafunzi wa shule yako ikoje?

3. Jitihada gani hufanywa na walimu kupambana na utovu wa nidhamu?

4. Sheria za shule zinasaidiaje kuhifadhi nidhamu ya wanafunzi?

5. Nini chanzo cha utovu wa nidhamu wa wanafunzi?

6. Kwa kiasi gani serikali ya wanafunzi inasimamia nidhamu?

Thank you very much for your cooperation

 75

Appendix V: Focused Group Discussion Guide Questions for Students

Name of school ________________________________________

Dear student, these questions aims at collecting information about causes of

students’ indiscipline in secondary schools in Liwale district and ways to control the

situation. In this, you are free to share your views, perceptions and

recommendations. I will highly appreciate your contribution in this research. Your

answers will be used only for the purpose of this research, and will be kept strictly

confidential.

1. Why students discipline important in schools?

2. Why students become indiscipline?

3. How do school rules present implemented?

4. What should be done to control students’ indiscipline?

5. How students’ governments work in your school?

Thank you very much

 76

Appendix VI: Maswali ya majadiliano kwa wanafunzi

Jina la shule ______________________________________

Ndugu wanafunzi,maswali haya ya majadiliano yanalenga kupata taarifa juu ya

tatizo la utovu wa nidhamu kwa wanafunzi wa sekondari katika wilaya ya Liwale.

Majadiliano na majibu utakayotoa yatatumika kwa ajili ya tafiti hii tu na si

vinginevyo. Pia majibu na majadiliano yote yatakuwa ni siri.

1. Kwa nini nidhamu ya wanafunzi ni muhimu shuleni?

2. Kwa nini wanafunzi wanakuwa na utovu wa nidhamu shuleni?

3. Kwa namna gani Sheria za shule zinazingatiwa?

4. Nini kifanyike ili kuzuia utovu wa nidhamu wa wanafunzi?

5. Kwa namna gani serikali ya wanafunzi inafanya kazi zake?

Ahsante sana
 77

Appendix VII – Guiding Questions for District Education Offices

Name of the District _______________________________

The aim of these guiding questions is to collect information about causes of students’

indiscipline in secondary schools in Liwale district. All the information that you will

provide, will be only for the purpose of this research, and will be kept strictly

confidential.

1. How do you understand by the concept of students’ indiscipline?

2. What causes students to be indiscipline?

3. What initiatives in place to deal with students’ indiscipline?

4. How do you relate students’ indiscipline with school administration?

5. Who are responsible for students’ discipline?

6. How do current school rules help to maintain students’ discipline?

Thank you very much

 78

Appendix VIII – Maswali kwa ajili ya Afisaelimu wa Sekondari wa wilaya

Jina la Wilaya ________________________________________

Lengo la maswali haya ni kupata taarifa kuhusu nini chanzo cha utovu wa nidhamu

wa wanafunzi wa sekondari katika wilaya ya Liwale.Taarifa utakazotoa zitatumika

kwa ajili ya tafiti hii tu, na zitakuwa ni siri.

1. Unaelewa vipi juu ya dhana ya utovu wa nidhamu kwa wanafunzi?

2. Mambo gani yanasababisha wanafunzi kuwa na utovu wa nidhamu?

3. Kuna Jitihada gani zinafanywa kukabili utovu wa nidhamu wa wanafunzi?

4. Unahusishaje utovu wa nidhamu wa wanafunzi na uongozi wa shule?

5. Ni nani wenye wajibu wa kusimamia nidhamu ya wanafunzi?

6. Sheria za shule zilizopo zinasaidiaje kuhifadhi nidhamu ya wanafunzi?

Ahsante sana
 79

SUPERVISOR’S APPROVAL

I certifies that this Research Proposal titled “Effectiveness of school rules and

regulations in controlling students’ indiscipline in secondary schools in Liwale

district, Lindi Region”, is the work of EDWARD, HASSAN BENEDICT, REG.

NA.PG201800836, a student of the Degree of Master of Education in

Administration, Planning and Policy Studies (MED-APPS) of The Open University

of Tanzania.

I have approved the proposal and it can be allowed for data collection.

Dr.Theresia J.Shavega

(Supervisor)

02/07/2020

Date