Transforming Students to Legal Property: Experiences and Perceptions on the Position of Teachers on Students Discipline Management in Tanzania
Keywords:
discipline management, , legal protection, teacher autonomy, corporal punishment
Abstract
This study examines the impact of secondary school students protective disciplinary laws and regulations on teachers and students relationship at the expense of teachers position in managing students discipline The study interviewed secondary school teachers and students and the University of Dodoma UDOM lecturers and students at its College of Education A total of 50 informants were purposively selected for the study Focus Group Discussion face-to-face and mobile phone interviews were used to collect the data from the informants Data were analyzed by using thematic analysis The findings revealed that more legal protection on students welfare increases their rate of misbehaviour and deters teachers autonomy in managing the students discipline in and outside classrooms It was further revealed that such students much protection has become their umbrella against punishment by teachers Basing on its findings this study recommends that the students protective laws and regulations should not deter and devalue the positional autonomy of teachers in undertaking their responsibilities There is a need to establish mechanisms and guidelines which clearly stipulate the scope of the position of teachers in discipline management with immediacy particularly when students react and abuse teachers since currently the laws are silent
Downloads
- LaTeX pdf Kaleidoscope* (Beta by AI)
- EPUB Kaleidoscope* (Beta by AI)
- MD Kaleidoscope* (Beta by AI)
- FO Kaleidoscope* (Beta by AI)
- BIB Kaleidoscope* (Beta by AI)
- LaTeX Kaleidoscope* (Beta by AI)
- Article PDF
- TEI XML Kaleidoscope (download in zip)* (Beta by AI)
- Lens* NISO JATS XML (Beta by AI)
- HTML Kaleidoscope* (Beta by AI)
- DBK XML Kaleidoscope (download in zip)* (Beta by AI)
How to Cite
Published
2017-03-15
Issue
Section
License
Copyright (c) 2017 Authors and Global Journals Private Limited
This work is licensed under a Creative Commons Attribution 4.0 International License.