Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. ANIL KHAMIS

Department

Institute for Educational Development, East Africa

Abstract

This qualitative case study explored the roles of headteachers in mitigating teachers' misconduct in public schools in Rorya District, Tanzania. Teachers' inappropriate behaviour undermines educational quality and integrity, necessitating effective mitigation strategies. As school leaders tasked with teacher discipline, headteachers' roles were examined.

Eight headteachers from Rorya District schools were interviewed using a semi-structured guide to gather their perspectives on prevalent misconduct forms, response strategies, facilitating factors, and challenges faced. Documents such as disciplinary records were also analysed. Thematic analysis identified key themes.

Common forms of misconduct included sexual relations between teachers and students, absenteeism, lateness, neglecting duties, insubordination, and personal misconduct related to debt, drunkenness, and dressing. Headteachers responded through counselling, disciplinary actions, escalating serious cases to higher authorities, record-keeping, role-modelling, and establishing monitoring mechanisms. Enabling factors were legal frameworks, collaboration, performance monitoring, and training. Resistance from teachers, gaps in teacher understanding, administrative constraints and bureaucracy, and fear hindered responses.

While multi-approaches and support aided headteachers, misconduct persistence indicated response limitations from resistance, inadequate penalties, delays, and reluctance. A comprehensive strategy balancing accountability, guidance, and protection optimally mitigates misconduct. Addressing knowledge gaps and empowering headteachers through collaborative problem-solving and transparent reporting mechanisms could strengthen disciplinary processes over time.

The study concluded that addressing teacher misconduct necessitated coordinated preventative and responsive actions from partners centering on capacity building transparent systems, and supportive supervision. Findings can inform policy, practice, and future research advancing staff discipline for improved education quality and integrity.

First Page

1

Last Page

70

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