An Evaluation On Factors Influencing Juvenile Indiscipline

EVALUATION ON FACTORS INFLUENCING JUVENILE INDISCIPLINE
IN SECONDARY SCHOOLS IN MWANZA CITY, TANZANIA:

A Case of Selected Schools in Mwanza City.
BY
NKUKURAH, DAUDI K.
SUPERVISOR
Mr. LUHALALA J.J
POSTGRADUATE DIPLOMA IN EDUCATION

THE UNIVERSITY OF DODOMA
2015/2016
CONTACTS: Mobile Phone +255(753) 039 207/0659 455 800
E-mail: nkukurahz@gmail.com
CERTIFICATION
The undersigned certifies that he/she has read and hereby recommends for acceptance by the
University of Dodoma a research project entitled Evaluation On Factors Influencing Juvenile
Indiscipline in Secondary Schools in Mwanza City, Tanzania: A Case Of Selected Schools in
Mwanza City, in the fulfillment of the requirements of the Postgraduate Diploma in Education
of the University of Dodoma.
Mr. LUHALALA J.J

(SUPERVISOR)
Date..
DECLARATION
I, Daudi Katwiga Nkukurah, declare that this is my own original work and has not been
presented to any University for award of a Postgraduate Diploma in Education.
Students name DAUDI KATWIGA NKUKURAH
Reg.No. HD/UDOM/009/T.2015
Signature
This Research project is copyrighted material protected under the Berne Convection, the
Copyright Act 1999, and other international and national enactments, in that behalf, on
intellectual property. It may not be reproduced by any means, in full or in part, except for short
extracts in fair dealings, for research or private study, critical scholarly review or discourse with
an acknowledgement, without the written permission of the Dean, School Graduate Studies, on
behalf of both the author and the University of Dodoma.
ii
COPYRIGHT
No part of this research project may be reproduced, stored in any retrieval system, or
transmitted in any form by any means, electronically, photocopying, recording or otherwise
without prior permission of the author or The University of Dodoma in that behalf.
iii
ACKNOWLEDGEMENTS
There are many people without whom this study would have not been possible. First and
foremost, I hereby whole-heartedly thank the Almighty God for making that which seemed
impossible become possible and attainable. I would like also to sincerely thank my supervisor,
Mr. Luhalala J.J, who tirelessly read through the research as a whole and made many
constructive criticisms and recommendations that shaped this work. My other thanksgivings are
directed to all instructors from college of education of the University of Dodoma not mentioned
all but, Dr.Ndibalema P. by his Edmodo system and scholarly papers which nurtured me in
academic writing sphere.
More thanks to the City director of Mwanza, the heads of secondary schools of
Pamba,
Nyamagana, Nyamanolo, Pasiansi and the rest of their staffs for allowing me to carry my study
in their areas and immeasurable support they provided in all days of data collection as well as
their views and recommendations.
I am also gratefully directing thanks to my colleagues Daudi E, Bwikizo Ajiba, Mwasongole
Peter, Pendo Costantine, and all my classmates for their academic did to me. My deep and
heartfelt appreciations are further extended to my family, my beloved wife Rehema Nkukurah
and my children Hefsiba and Mulefi for all the materials, prayers and moral support they
accorded me throughout my studies. To all I say thank you very much and God bless you.
iv
DEDICATION
I wish to devote this study to all Parents, Teachers, Educational officers, other educational
stakeholders and Leaders in Mwanza City-Tanzania.
ABSTRACT
Discipline in schools is an essential element in the socialization of children, in the formation of
their character and in the process of education. Learners are entitled to an education free from
frequent disruptions in a safe and secure environment. The evaluation on factors influencing
juvenile indiscipline in secondary schools was a study conducted in Mwanza city. The objectives
of this study were to determine the factors of juvenile students indiscipline in public day
secondary schools in Mwanza city, to assess the indicators and outcomes of juvenile students
indiscipline in public day secondary schools in Mwanza city and to document measures to be
taken to control juvenile students indiscipline in public day secondary schools in Mwanza city.
The study comprised of 52 students, 12 class teachers, 4 discipline officer/ counselors all from
the 4 sampled public day secondary schools in Mwanza city. The study used questionnaires,
interviews, and document review as research tools for collecting data. The findings revealed that
the major causes of indiscipline were poor parenting, moral decay, and lack of good role model
by teachers, drug abuse, and lack of commitment by teachers. The indiscipline indicators
revealed were, stealing, Absenteeism, Not doing assignments, Bullying, Coupling/boy-girl
relationship, Fighting in school, Sneaking out of school, Improper dress code, Boycotting,
Possession of mobile phone, Lateness to school, Smoking bhang, cigarettes and Drunkenness as
the major problems in their schools. The major indiscipline outcomes, revealed were; early
pregnancies, poor academic performance, drop out from school and mental illness. Finally
respondents suggested different ways of curbing indiscipline by improving on the already
existing positive approaches. These suggestions included provision of teachers and parents
relationship, establishment of special centers for chronic undisciplined students, establishing
security guards in schools, provision of heavy punishment and suspension. Other measures
included establishment of courts for undisciplined students, establishment of ethic clubs in
schools, students should be involved in school rules/regulations construction, provision of the
curriculum to meet students demands, teaching of fine arts and music in schools, conducting
regular discipline meeting, provision of ethical education, provision of suspension and expelling
out chronic undisciplined students, establishment of prisons for undisciplined students where
they will be taught life skills, provision of religious education in secondary schools, provision of
conducive environment for learning, and provision of parenting at homes which can be adopted
by all categories of schools in Mwanza city.
vi
TABLE OF CONTENTS
CERTIFICATION ........................................................................................................................... i
DECLARATION ............................................................................................................................ ii
COPYRIGHT ................................................................................................................................. iii
ACKNOWLEDGEMENTS ........................................................................................................... iv
DEDICATION ................................................................................................................................ v
ABSTRACT................................................................................................................................... vi
LIST OF TABLES ........................................................................................................................ xii
LIST OF FIGURES ..................................................................................................................... xiii
LIST OF ABBREVIATIONS, SYMBOLS and ACRONOMIES ............................................... xiv
LIST OF APPENDICES ............................................................................................................... xv
CHAPTER ONE ........................................................................................................................... 1
1.1 INTRODUCTION .................................................................................................................... 1
1.2 Background of the Study .......................................................................................................... 1
1.3 Statement of the Research Problem .......................................................................................... 4
1.4 General Objective of the Study ................................................................................................. 5
1.4.1 Specific Objectives ................................................................................................................ 5
1.5 Research Questions ................................................................................................................... 6
1.6 Limitations of the Study............................................................................................................ 6
1.7 Delimitations of the Study ........................................................................................................ 6
1.8 Significance of the Study .......................................................................................................... 7
vii
1.9 Conceptual Framework ............................................................................................................. 7

CHAPTER TWO ........................................................................................................................ 10
2.1 LITERATURE REVIEW ....................................................................................................... 10
2.2 Definitions of key Terms ........................................................................................................ 10
2.3 Theoretical Perspective of the Study ...................................................................................... 11
2.3.1 Factors of Juvenile Students Indiscipline in Secondary Schools ....................................... 11
2.3.1.1 Home based factors ........................................................................................................... 11
2.3.1.2 School based factors ......................................................................................................... 12
2.3.1.3 Societal based factors........................................................................................................ 13
2.3.2 Indicators of Juvenile students Indiscipline........................................................................ 13
2.3.3 Outcomes of Juvenile students Indiscipline ....................................................................... 13
2.3.4 Strategies for controlling indiscipline in secondary schools................................................ 14
2.3.4.1 Positive Teacher-Learner Relationships ........................................................................... 14
2.3.4.2 Clear Guidelines/Rules ..................................................................................................... 15
2.3.4.3 Modeling Behavior ........................................................................................................... 15
2.3.4 4. Teaching life skills ........................................................................................................... 16
2.3.4.5 Guidance and counseling .................................................................................................. 16
2.4 The Established Research Gap................................................................................................ 17
CHAPTER THREE .................................................................................................................... 18
3.0 RESEARCH METHODOLOGIES ........................................................................................ 18
3.1 1ntroduction ............................................................................................................................ 18
viii
3.2 Description of the Study Area................................................................................................. 18

3.3 Selection of the Study Area .................................................................................................... 19
3.4 Research Design...................................................................................................................... 20
3.5 Targeted Population of participants ........................................................................................ 20
3.6 Sample size and sampling procedure ...................................................................................... 21
3.6.1 Sample size .......................................................................................................................... 21
3.6.2 Sampling Procedure ............................................................................................................. 21
3.7 Types and Sources of data ...................................................................................................... 22
3.7.1 Primary Data ........................................................................................................................ 22
3.7.2 Secondary Data .................................................................................................................... 22
3.8 Data Collection techniques ..................................................................................................... 22
3.8.1 Questionnaire ....................................................................................................................... 22
3.8.2 In-depth Interview ................................................................................................................ 23
3.8.3 Desk review/Reading document/Document review............................................................. 23
3.9 Data analysis ........................................................................................................................... 23
3.10 Validity ................................................................................................................................. 24
3.11 Reliability.............................................................................................................................. 24
3.12 Ethical Considerations .......................................................................................................... 25
CHAPTER FOUR ....................................................................................................................... 26
FINDINGS AND DISCUSSION .................................................................................................. 26
4.1 Introduction ............................................................................................................................. 26
ix
4.2 Social characteristic of the sample population........................................................................ 26

4.2.1 Sex Distribution of Respondents ......................................................................................... 26
4.2.2 Age Distribution of Respondents ......................................................................................... 27
4.2.3 Educational qualification of school Discipline officers/Counselors .................................... 28
4.2.4 Working Experiences of school Counselors/Discipline officers. ........................................ 28
4.3. Factors of juvenile students indiscipline in public day secondary schools in Mwanza city. 29
4.4 Indicators and outcomes of juvenile students indiscipline in public day secondary schools in
Mwanza city. ................................................................................................................................. 33
4.5 Outcomes of juvenile students indiscipline in public day secondary schools in Mwanza city
....................................................................................................................................................... 38
4.6 Measures taken to control juvenile students indiscipline in public day secondary schools in
Mwanza city. ................................................................................................................................. 40
4.6.7 Participation in sports and games by respondents in public day secondary schools in
Mwanza city. ................................................................................................................................. 43
4.6.8 Presence of Clubs and social units in schools...................................................................... 44
4.7 Suggested effective ways for controlling indiscipline in public day secondary schools in
Mwanza city. ................................................................................................................................. 44
CHAPTER FIVE ........................................................................................................................ 46
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS................................................. 46
5.1 Introduction ............................................................................................................................. 46
5.2 Summary ................................................................................................................................. 46
5.3 Suggestions on measures to be taken to control juvenile students indiscipline in public day
secondary schools. ........................................................................................................................ 47
5.4 Conclusion .............................................................................................................................. 47
5.5 General recommendations ...................................................................................................... 49
5.6 Recommendations for further studies ..................................................................................... 49
REFERENCES ............................................................................................................................. 50
APPENDICES .............................................................................................................................. 55
xi
LIST OF TABLES
Table 1: Sample size categories of each school ............................................................................ 21

Table 2: Sex Distribution of students............................................................................................ 27
Table 3: Working Experiences of school Counselors/Discipline officers. ................................... 28
Table 4: Factors influencing juvenile students indiscipline in Public Day Secondary Schools as
reported by Students ..................................................................................................................... 30
Table 5: the indiscipline indicators identified by Students ........................................................... 33
Table 6: Form II truancy rates July 2016 ..................................................................................... 35
Table 7: Participation in sports and games ................................................................................... 43
Table 8: Presence of Clubs and Social units in public day secondary schools ............................. 44
xii
LIST OF FIGURES
Figure 1: The conceptual framework showing causal-effect relationship ...................................... 9

Figure 2: A map showing locations of study area in Mwanza city. .............................................. 19
Figure 3: Sex distribution of teachers ........................................................................................... 27
Figure 4: Outcomes of indiscipline as identified by field respondents ......................................... 38
Figure 5: Current measures used to control indiscipline in Public Day Secondary Schools in
Mwanza city as reported by field respondents .............................................................................. 40
xiii
AIDS
LIST OF ABBREVIATIONS, SYMBOLS and ACRONOMIES

Acquired Immune Deficiency Syndrome
HIV
Human Immunodeficiency Virus
K.I.E
Kenya Institute of Education
n.d
Not dated.
U.S.A
United States America
UNICEF
United Nations International Childrens Emergency Fund
xiv
LIST OF APPENDICES
APPENDIX 1: RESEARCH PERMISSION LETTER ................................................................ 55
APPENDIX II: QUESTIONNAIRE FOR STUDENTS............................................................... 56
APPENDIX III: QUESTIONNAIRE FOR CLASS TEACHERS................................................ 59
APPENDIX IV: AN INTERVIEW GUIDE FOR COUNSELORS/DISCIPLINE OFFICERS .. 62
xv
CHAPTER ONE
1.1 INTRODUCTION
This study is organized in five chapters as follows: Chapter one which is introduction is
organized under the following aspects; background of the study, general objective of the
study, research questions, limitations and delimitation of the study, significance of the study
and Conceptual framework. Chapter two is literature review that presents definitions of terms,
theoretical perspective of the study and research gap. Chapter three is the research methodology
that presents descriptive of the study area, Selection of the study area, and research design. The
chapter also presents sampling procedure and sample size, types and sources of data, data
collection techniques, methods of data analysis and presentation, validity, reliability and ethical
considerations. Chapter four presents analysis, presentation and discussion/interpretation of data
collected using questionnaires, interviews and document review. Finally the chapter gives a
summary of the study, draws conclusion and makes recommendations and suggestions for
further research.
1.2 Background of the Study
Our society is made up of organizations all of which have goals to meet for sustainable
development. However, without proper discipline, none of these would be realized (Kithuku,
2015. The organizations to operate smoothly all of them have a set of rules and regulations by
which all members of the organization are expected to abide with, but failure to these rules and
regulations disciplinary measures are taken into consideration. Juvenile students indiscipline
problem in schools is a crisis of most schools globally, regionally and country/state wise
(Mariene, 2012). For serious learning to take place, discipline has to be maintained in
schools.
According to Maphosa and Mammen (2011) they said that, in United Kingdom and United State
of America the issue of learner indiscipline has taken central stage for a long time in most of
schools. In some parts of the United Kingdom, the rates of absenteeism, vandalism and
delinquency are high, cases of high incidence of drug and drug related crimes in some parts of
Britain are described as no-go areas (Ken Reid, 2000). On the other hand follows the three
approaches used to deal with discipline in the United Kingdom. The first approach is The
Ecological Approaches to Classroom Management which deals with school discipline by
increasing the strength and the quality of classroom activities, by educating students about what
is possible through cooperation and coordinated action with others (Osher et al., 2008). The
second approach is the Schoolwide Positive Behavioral Supports and Social Emotional Learning,
the Schoolwide positive behavioral supports, which are schoolwide systems to communicate and
teach rules (and reward
students
for
following
them)
and
function-based behavioral
interventions (Horner, et al 2005) and the third approach is the Social emotional learning,
which
incorporates approaches that emphasize self-awareness, self-management, social
awareness, relationship skills, and responsible decision making (Collaborative for Academic,
Social, and Emotional Learning,( Osher et al., 2008).
In the united States of America the prevailing students indiscipline include; rife violence,
robberies, vandalism, overcharge and insolence to staff (ibid). these findings concurred with the
study by Yaghambe (2013), documented that, disciplinary problems in Tanzanian schools often
include truancy, selling drugs, drug abuse, bullying, taking alcohol, smoking, sexual affairs,
abusive language and theft.
Ken Reid, (2000)
stated that an effective discipline approach involves a united effort by
the entire school. In his study strategies employed for controlling indiscipline acts among
students are; Positive Teacher-Learner Relationships, Clear Guidelines/Rules, Behavior
2
Contracting(It is a written agreement between the student and the teacher which commits the
students to behave more appropriately and specifies a reward for meeting the commitment), and
Modeling Behavior.
Ken Reid (2000) outlined a list of processes that form the foundation of any effective
discipline programme in schools as follows:
Let students know what you need, Provide
instructions that match students level of ability, Listen to what students are thinking and feeling,
Be humor/charming, Vary your style of presentation, Offer choices you can do your assignment
now or during recess, Refuse to accept excuses accepting excuses teaches the students how to
be irresponsible, Be responsible for yourself and allow the students to take responsibility
for themselves. Furthermore Ken Reid (2000) added that Teachers are responsible for being
on time, being prepared and making their lessons meaningful. Teachers have to understand
that they are not responsible for judging students or doing their work for them, also teachers
have to realize and accept that it is impossible to reach every child, and Start fresh every day.
According to Kithuku, (2015), in Africa the problem of students indiscipline prevails in many
schools. In Nigerian schools, the acts of indiscipline which include truancy hooliganism,
disrespect for school authority, cheating in examinations and drunkenness are increasing.
The study of language of (Magwa et al in 2014) shows that, in Botswana most of students were
reported to be affected with absenteeism, stealing, smoking and sometimes committed offenses.
Magwa et al,(2014) came out with measures to curb students indiscipline as follows; Insisted on;
discouraging Corporal
punishment and expulsion, adoption of behavior modification
techniques to manage unruly behaviors of the students as alternative to expulsion and

corporal punishments. Also each school should have a functioning disciplinary committee
that sees to every cases of acts of indiscipline of the students and which should be headed by a
trained guidance counselor. Moreover a wholesome approach to manage students discipline
3
should be adopted by all the school administrators and managers. Lastly each school should
have a set of rules and regulations that will guide all actions and in actions of the
students during school hours and should be constantly read to the hearing of all students.
According to Yaghambe and Tshabangu, (2013) assert that disciplinary problems in Tanzanian,
schools like other countries exist too. These indiscipline issues include; truancy, peddling drugs,
drug abuse, bullying, taking alcohol, smoking, sexual affairs, abusive language and theft. The
study of Yaghambe and Tshabangu (2013) shows that in Arusha region, the disciplinary
problems experienced among students includes such as not attending church, lying, and
disobedience. Furthermore improper school uniforms, use of cellular phones at school, use of
alcohol, cigarette smoking, truancy, drugs and drug abuse, lack of punctuality and absenteeism
and involvement in sexual affairs were also mentioned as problems.
Therefore, all of these students indiscipline behaviors are equally contributed to the fact that
student come from different family backgrounds, economic status, cultures and values.
Indiscipline in school greatly affects the quality of teaching and learning system that lead to
uncovered/unfinished school curriculum (Mariene, 2012) resulting to poor results, dropouts, and
wastage of resources invested by stakeholders of education such as parents, and the government.
1.3 Statement of the Research Problem
Juvenile students indiscipline in public secondary schools in Mwanza city is a threatening issue
to schools, community and society at large. Students have become uncontrollable and highly
disrespectful to themselves, teachers, school administrators, parents and to the society.
According to Mgalla, et al., (1998) Students portray different types of indiscipline behavior
among which include the following acts creating dangerous groups like Manyapara Camp,
Manyirizu Camp(these are groups of indiscipline students with members emanating from either
one school or different schools) practicing behaviors like, fights between groups. The report by
4
(Partika, 2007) about discipline issues in Mwanza concluded that students practice drug abuse,
boycotting of lessons, watching and practicing pornography in small kiosks locally termed
vibanda umiza(these are small shops in which members enter to watch sex movies and pictures),
lies telling, violence, dishonesty, disobedient to teachers, prefects, and school administration,
rapping school/class mates, alcohol consumption, confronting and stabbing teachers in schools,
vandalism, lateness to school, cultism, insulting/assaulting, stealing, rioting; among others.
According to Ponfua, (2015) the extent to which students indiscipline behaviors in school are
correlated with are not known whether these influences emanate from the perspectives of their
peer group, their parents socioeconomic achievements, parents, teacher, school culture, and the
magnitude of disorder it triggers in school and what strategies should be put in place to curb this
deviant behavior. Therefore, this study intends to address on the factors for juvenile students
indiscipline, its impacts, and modes of overcoming juvenile affairs in relation to the academic
performance in Mwanza city-Tanzania
1.4 General Objective of the Study
The main objective of this study was to provide an understanding of the factors of juvenile
students indiscipline in public day secondary schools in Mwanza city.
1.4.1 Specific Objectives
The study was guided by the following specific objectives
i.
To determine the factors of juvenile students indiscipline in public day secondary

schools in Mwanza city.
ii.
To assess the indicators and outcomes of juvenile students indiscipline in public day
secondary schools in Mwanza city.
iii.
To document measures to be taken to control juvenile students indiscipline in public

day secondary schools in Mwanza city.
1.5 Research Questions

The study was guided by the following research questions:
i.
What are factors of juvenile students indiscipline in secondary schools in Mwanza city?
ii.
What are the indicators and outcomes of juvenile students indiscipline in secondary
schools in Mwanza city?
iii.
What are measures can be taken to control juvenile students indiscipline in Mwanza city
Secondary Schools?
1.6 Limitations of the Study

The researcher limited himself to Public day secondary schools in Mwanza city. It is only one
among the many cities in Tanzania. But also the study was limited to the
researchers
perceptions about discipline which may be difficult to change and his preconceived notions
about indiscipline which may influence the interpretations therein. Additionally, being a fulltime teaching practice teacher with many periods, allocating time to engage the students was
difficult especially during the official school class hours. The researcher therefore engaged the
respondents only during break time hours throughout the selected schools.
1.7 Delimitations of the Study
The study was conducted in Mwanza city which consists of two districts; Nyamagana and
Ilemela.
1.8 Significance of the Study

The findings of this study are expected to contribute to the body of existing knowledge towards
better understanding of factors for juvenile students indiscipline in public secondary schools
Furthermore the findings will possibly influence policies that bind education system to be
significant in availing positive ways of improving discipline and academic performance in
schools.
1.9 Conceptual Framework
The conceptual framework of the study is the system of concepts, assumptions, expectations,
beliefs, and theories that supports and informs research. Miles and Huberman (1994) defined a
conceptual framework as a visual or written product, one that explains, either graphically or in
narrative form. This study, adopts a conceptual frame work based on the fact that juvenile
indiscipline in schools is affected by the interactions of home, school and societal based factors
among others.
Home based factors are like parenting styles and economic status. Parenting styles include
parents who may be very strict with their children, parents who dont take care of their
children, parents who are unfriendly or parents who dont have time with their children.
According to Mammen (2011) the home environment plays a very big role in influencing
students behavior at school. There are many factors in the home such as poverty, mobile
phones, child abuse, broken homes and responsibilities at home that would go a long way in
influencing students behavior negatively. Poverty is a state where parents are unable to provide
adequate basic necessities like proper housing, clothing and food to their children.
School based factors include lack of commitment by teachers, ill-prepared lesson, and bad role
model by teachers. Lack of commitment also takes place when teacher is not catering for
individual learning styles of learners (Felix, 2011). If teachers fail to use a variety of
7
methods to reach every learner, the learners become bored, disinterested and inattentive.
Ineffective teachers treat all students the same. They are not sensitive to the diverse needs of
students and this leads to misbehavior in class. Tamara 2009 in (Mammen 2011) argues
that teachers sometimes perpetuate indiscipline by being unprepared that is lack of
commitment (Felix,2011). An ill-prepared lesson has a tendency of and causing misbehavior.
Donga asserts that if teacher comes unprepared self confidence will be lost. Learners will doubt
teachers capabilities. According to Kilonzo (2009) teachers are supposed to be role
models behaving in loco parentis all the times. Teachers who come to school drunk,
improperly dressed, and teachers who enter into sexual relationship with their students cause
learners to imitate them leading to students indiscipline.
Societal factors include drug abuse, moral decay, and lack of good role models by elders.
According to Thornberg (2007) asserts that students students behaviors are
socially
constructed within a complex pattern of interactions in which community members play an

active role, influencing juvenile behaviors. Lack of discipline among learners is largely a
reflection of attributes, values and practices of their society. If there is no social order in
society learners will be undisciplined in school (Grossincle, 1990).
However, the conceptual framework includes the assumption that students discipline can be
corrected using intervening variables like the implementation of the positive teacher-learner
relationships, clear school guidelines/rules, good modeling behavior, teaching life skills,
guidance and counseling, teachers commitments, and good parenting.
Figure 1: The conceptual framework showing causal-effect relationship

Source: Field study (2016)
9
CHAPTER TWO
2.1 LITERATURE REVIEW
The chapter is presenting the review of relevant literature to support the data collected from the
study. It covers; operational definitions of terms, theoretical framework, factors of juvenile
indiscipline cases, indicators and outcomes of juvenile indiscipline, and the literature review gap.
2.2 Definitions of key Terms
2.2.1 Juvenile: is a young person who is not yet adult and is under the age of 17 years
(advanced dictionary of English; online).
2.2.2 Indiscipline: This is the inability to live in accordance to the set rules and regulations
that have been set in society (Cambridge English Dictionary, online).
2.2.3 School - based factors: situations in school that can accelerate moral decay among
students (Ponfua, 2015).
2.2.4 Family-based factors: activities done in families that can lead to bad behavior to
children (Kithuku, 2015).
2.2.5 Governmental factors: governmental activities linked to growth of bad behavior in
schools (Ponfua, 2015).
2.2.6 Community-based factors: role of local communities surrounding the schools in growth
of moral decay among children (Lochan, 2010).
2.2.7 Governmental factors: governmental activities include the curriculum which influences
indiscipline at school. (Lochan, 2010).
10
2.3 Theoretical Perspective of the Study

This part provides related reviewed information on factors of juvenile students indiscipline in
secondary schools, indicators of juvenile students indiscipline, outcomes of juvenile students
indiscipline, and strategies for controlling indiscipline in secondary schools.
2.3.1 Factors of Juvenile Students Indiscipline in Secondary Schools
According to Yaghambe (2013), asserts; disciplinary problems in Tanzanian schools often
include truancy, selling drugs, drug abuse, bullying, taking alcohol, smoking, sexual affairs,
abusive language and theft. Yaghambe insisted that, school cultures play a pivotal role in
achievement and in developing students into socially responsible citizens and that students learn
to regulate their own behavior; respect of other persons in society; and learn to manage their time
wisely; absorb various positive philosophies; develop life skills and leadership traits. On the
other hand Idu, A.P et al., (2011), argue that, the Government contributes to indiscipline by not
providing adequate facilities/equipment in the school such textbooks, teachers books and guides,
teaching aids, and relevant curriculum. Societys influence (Thornberg,2007) asserts lack of
discipline among learners is largely a reflection of attributes, values and practices of their
society. Thus, since schools exist as societal institutions they are bound to be influenced
by whatever transpires outside them.
2.3.1.1 Home based factors
Felix (2011) asserts that many school problems cannot be dealt with in isolation. Various
family circumstances may exert more powerful influences over learners behavior than
anything that happens in school. A variety of family factors mediate classroom disruptive
behavior. Such factors include poor parenting and poverty. Poverty is perceived as one of major
cause of some forms of misbehavior in school (Evans and Miguel, 2001).When parents fail to
meet learners basic needs as stipulated by Maslows hierarchy of needs. Physiological needs
11
include clothing, food, and shelter. Unless these basic needs are satisfied to the required extent,
other needs do not motivate children to learn and as a result the child resorts to abuse
behavior. Students may be involved in theft and prostitution in order to meet daily needs.
Others may skip classes to engage in informal jobs as vendors (Mangovo, Whitney &
Chareka, 2011).
2.3.1.2 School based factors
Teachers
sometimes perpetuate
indiscipline
by
being
unprepared
due to
lack
of
commitment to fulfill their duties (Donga, 1998 and Felix,2011). An ill-prepared lesson can
cause students misbehavior due to loss of teachers self confidence.
Learners will doubt
teachers capabilities. According to Kilonzo (2009) teachers are supposed to be role

models behaving as good parents all the times. Teachers who come to school drunk and
improperly dressed, learners will imitate them and the discipline of the school suffers. Rono and
Gichana in (kilonzo, 2009). Furthermore relevance of the curriculum to learners needs also
influences discipline at school. In research done by Raven (in: Besag 1991), it was ascertained
that learners engage in several forms of deviant behavior if the curriculum is not able to offer
them opportunities for self-development and a sense of personal worth, and do not address the
aims that are promoted by society. Based on the researchers experiences, in Tanzania this can be
reviewed from arts of Bongo flavor music and, sports and games. A big group of youths are self
employed in music which is good but the governmental curriculum does determine this need,
that there is no subject in primary and secondary schools which offers these skills. When learners
start to practice this, they are termed undisciplined. But also the government of Tanzania has
experienced students (form IV) in answering their final examination drawing pictures of star
European soccer players. This reveals obviously that there are other things importantly interested
by learners which are missing in the curriculum.
12
2.3.1.3 Societal based factors

Societal factors include drug abuse, moral decay, and lack of good role models by elders.
According to Thornberg (2007) asserts that students behaviors are socially constructed within
a complex pattern of interactions in which community members play an active role,
influencing juvenile behaviors. Lack of discipline among learners is largely a reflection of
attributes, values and practices of their society. Grossincle, (1990) notes that if there is no
social order in society such as greeting manner, wearing manner, orders against theft, laziness
rapping among others learners will be undisciplined in school.
2.3.2 Indicators of Juvenile students Indiscipline
According to Rosen 1997 in (Olaitan, 2013) indicates school disciplinary problems are of
several. They include; defiance of school authority; class disruption; truancy; fighting; the use of
profanity; damaging school property; dress code violations; theft; and leaving campus without
permission. McManus in (Olaitan, 2013) lists several types of misbehaviors which make the
work of educators difficult. These include; Repeatedly asking to go to the toilet; Missing lessons,
absconding; Smoking in the toilets; Pushing past the educator; Playing with matches in class;
Making rude remarks to the educator; Talking when the learner is supposed to be writing; Being
abusive to the educator; Fighting in class; Chasing one another around the classroom; Packing up
early, as if to leave; Taking the educators property; Wearing bizarre clothing and make-up;
Threatening the educator; Leaving class early; stabbing their educators and principals with
pangas, and Commenting on the work.
2.3.3 Outcomes of Juvenile students Indiscipline
Academic achievement is a goal of each school in any country. It is largely depending on the
positive deposition of students in their academic work and instructional performance of teachers.
Indiscipline acts in schools lead to poor academic performance among students. For example the
13
study by Fabelo and colleagues (2011) in Texas found that the rates of failures and dropping out
of school rose along with the number of disciplinary violations of any kind in which a student
was involved. Magwa and Ngara (2014) assert that when students misbehave they learn less and
keep their peers from learning. Teaching contact time is reduced as more time is devoted to
managing misbehavior rather than teaching. This creates stress for teachers when they are
detracted from academic time.
2.3.4 Strategies for controlling indiscipline in secondary schools
Different studies have come up with different measures in combating students indiscipline in
school, such as; Positive Teacher-Learner Relationships, Clear Guidelines/Rules, Modeling
Behavior, teaching life skills and guidance and counseling as explained below:2.3.4.1 Positive Teacher-Learner Relationships
Teachers ought to be constantly aware of their interactions within the school environment
because children constantly observe and evaluate them. For example, if teachers do not show
concern for students, the students may perceive them as only present for payment (William and
Felix, 2014).
According to Paul (2009), Positive Teacher-Learner Relationships have the
potential of creating a conducive learning environment in the classroom and in return

brings about an atmosphere that is devoid of unruly behaviors in the entire school environment
and this again will determine whether or not a learner can benefit from teaching learning
situations. Moreover (William and Felix, 2014) assert that, effective teachers are inevitably
those who care and know their students both formally and informally. They know their
names; understand their learning styles, needs and personality. They even know their likes and
dislikes and can tell what may affect their behavior and performance. From the point of view of
students, effective teachers are those who avoid using ridicule and prevent situations in which
students lose respect in front of their peers. They offer opportunities to students to participate and
14
to succeed. As a result, they do not make excuses for student outcomes but hold their students
responsible while accepting responsibility.
2.3.4.2 Clear Guidelines/Rules
According to Deaukee (2010) one of the most basic and common part of any traditional
discipline system is the setting of rules. Further he added that rules are the foundation
for school conduct or behavior. Thomas (2015) asserts that school guidelines/rules differ from
one school to another, that setting of rules depends on schools philosophy, culture and policy.
Schools guidelines/rules (Thomas, 2015) refer to; dressing code, Classroom Rules, attendance
guidelines, respect rules, sports and games rules etc. Hence there is no permanent set of rules that
can be applied in all schools; every school has to set its own rules/guidelines in respect to its
culture, philosophy, and policy. Deaukee (2010) asserts that it is essential that children
understand exactly what behaviors are acceptable in school and which ones are not and this is
communicated through clear guidelines/rules which have to be read to the hears of students every
day.
2.3.4.3 Modeling Behavior
This is one among of the effective strategies for controlling indiscipline among the students. For
instance Field & Fields (2006) claims that, in schools teachers are in loco parentis examples who
are productive methods of discipline. (Field & Fields 2006) stress that part of the role of the
teacher is to model the behaviors of positive self-concepts and respect for others and to
establish importance of academic achievement. Fields & Fields (2006) also add that
the
cause of inappropriate behavior (such as drunken, smoking, sexual relationship, drug abuse,
etc)
is
that
children have learned from inappropriate role models practiced by either
parents/elders in the community or teachers in the schools. Therefore teachers at schools, parents
at homes and elders in the society have to live good role models from which juveniles imitate.
15
2.3.4 4. Teaching life skills

The Kenya Institute of Education (2006) defines life skills as abilities which enable an individual
to develop adaptive and positive behavior so as to deal effectively with challenges and demands
of everyday life. Skills imparted to learners include interpersonal skills, skills of making
effective decisions and skills of knowing and living with oneself, (KIE, 2006). These
skills are imparted to learners through various methodologies, such as role plays,
brainstorming, storytelling, song and dance, games, puzzles, miming and riddles among
others, (KIE 2006). A purposeful
commitment to teaching life skills can lead to self-discipline
and where this reigns among students in schools, indiscipline is unheard of.
2.3.4.5 Guidance and counseling
Mbiti (2007) defines guidance as professional advice given to someone to enable him to make
informed choices so as to adjust or cope with different challenges in life. To the other hand he
defines counseling as an intensive helping
relationship/process intended to
assist
an
individual to solve her/his social, psychological or academic problems.. Ester (2011) notes that
young people require guidance and counseling services now than ever before because they are
living in a considerably more complex world than the one of twenty years ago. This basically, is
the reason for the need of having a well established and active guidance and counseling
programme in every school.
In the light of this therefore, the role of a guidance and counseling provider in an institution is to:
help people experiencing difficulty to overcome or cope with it and to understand the
environment very well so that she/he can anticipate, circumvent and, if possible, forestall
difficulties which may arise in future, therefore preventing students from falling into them. It is
also her/his role to help the individuals to plan and derive maximum benefits from
16
educational, social and vocational experiences which will enable them to discover and
develop their potential (Ester,2011).
According to Kochhar (1990) for effective guidance and counseling, the counselor should be
professional, one who is trusted, privacy and confidant to all learners by showing a positive
attitude and disseminating to and receiving appropriate information from counselees.
2.4 The Established Research Gap
Despite the substantial amount of researches that have been carried on indiscipline in secondary
schools, both local (Mwanza and other parts of Tanzania) and international as illustrated by the
reviewed studies. These studies laid much emphasis on the issue of discipline without
focusing on evaluation of juvenile indiscipline factors in secondary schools. For example the
study of (Ponfua, 2015), focused on Students Indiscipline: Types, Causes and Possible Solutions
in secondary schools in Cameroun. Mariene, (2012) focused on Strategies for Addressing
Student Unrest in Secondary Schools in Kenya. Machumu & Killugwe (2013), focused on
Stakeholders perceptions on discipline management as a means to improve students academic
performance emerging experiences from Bunda Distirct Schools, Tanzania. Also the study by
Mgalla, et al, (1998) focused on Protecting Schoolgirls against Sexual Exploitation: A Guardian
Programme in Mwanza, Reproductive Health Matters. It is, therefore, in this view that this study
is undertaken so as to document juvenile indiscipline factors in secondary schools and measures
to control them in Mwanza city
17
CHAPTER THREE
3.0 RESEARCH METHODOLOGIES
3.1 1ntroduction
This chapter presents description of the study area, selection of the study area, research design,
sampling procedure and sample size. Further the chapter presents types and sources of data, data
collection techniques, methods of data analysis and presentation, validity, reliability and ethical
considerations.
3.2 Description of the Study Area
Mwanza city is located in the extreme northern part of Tanzania Mainland dominated by Africas
largest Lake Victoria.
Geographically, Mwanza city lies between latitudes 1 30 and 3 0
south of Equator. The location - on the southern shore of Lake Victoria and the altitude - 1,134 m
above sea level (Mwanza City Council)
18
Figure 2:: A map showing locations of study area in Mwanza city.

Source: Field study 2016
3.3 Selection of the Study Area
Mwanza city was selected as a study area due to the fact that there has been not conducted a
research study about Evaluation on Factors Influencing Juvenile Indiscipline in Secondary
Schools in Mwanza City. Also there is no at all documented information concerning juvenile
students indiscipline
discipline in secondary schools.
19
3.4 Research Design

Research design is a mapping strategy or the choice of the researcher about components of his/
her project (Singh, 2006). It has also defined by Gimbi in Mbongo et al. (2012) as a plan for
collecting and utilizing information by interviewing or administering a questionnaire to a sample
of individuals. The design can be used to collect information about peoples attitudes, opinions,
habits or any of the variety of the education or social issue, (Orodho and Kombo, 2002) in
(Kombo and Tromp. 2006).
The study applied descriptive research designed which incorporated qualitative and quantitative
approach.. The descriptive research design was the most appropriate for the study because the
researcher collected information on the status of affairs in the schools without manipulating
any variables.
3.5 Targeted Population of participants
The study was conducted in four public day secondary schools in Mwanza city Tanzania. The
schools included; Pamba, Nyamagana, Nyamanolo and Pasiansi secondary schools. There were
three categories of participants in this research which were 12 form II class teachers, four
discipline officers and 52 form II students. To the other hand the study used the Arbitrary
percentage rule of thumb sample size to estimate the required sample size. According to
Chenyambuga (2009) the arbitrary sample size approaches rely on erroneous rules of thumb (e.g.
n must be at least 5% of the population) as shown below.
That is: - 5/100*N = n
Whereby; N=Total number of targeted population
n=sample size
20
Table 1: Sample size categories of each school

Categories of Participants
Nyamagana Secondary School
Level
F.II
Population Computation
251
251*5/100
Pamba Secondary School
F.II
270
270*5/100
Nyamanolo Secondary School
F.II
246
246*5/100
Pasiansi Secondary School
F.II
254
254*5/100
Form II class teachers
12
Total
1033
Sample size
13
14
12
13
12
64
3.6 Sample size and sampling procedure

3.6.1 Sample size
Sample size refers to the number of items to be selected from the universe to constitute sample
(Kothari, 2004). The size of the sample depends on the type of research design being used,
desired level of confidence in the result the amount of accuracy wanted and the characteristics of
the population of interest. Thus, it is important to note that there is no single best way that can be
used to determine sample size (Singh, 2006). Regardless of the method used to determine the
sample size, the sample size should be representative.
3.6.2
Sampling Procedure
The study used simple random sampling method for selecting students. This approach was
preferred because it involves selecting participants from a homogeneous group, each member
having equal chance to be selected (Kombo and Tromp, 2006). The procedure of getting
participants involved listing the names of Form II students as appear in the school attendances
from which every 25th student was drawn to make 52 participants. While the purposive sampling
technique was used to obtain 12 numbers of the Class teachers. Therefore this made a sample
size of 64 participants of the study.
21
3.7 Types and Sources of data

The study findings were of two major sources namely primary and secondary sources.
3.7.1
Primary Data
Primary data was gathered directly from the field Kothari (2004). In acquisition of these data,
several techniques were used. These techniques included questionnaire and interview
respectively.
3.7.2
Secondary Data
Secondary data are data obtained from the written documents Kothari (2004). These data are
collected through, the review of published material or information from internal sources that can
be documented or electronically stored information, they often referred to as desk research or
reading or document review (Kombo and Tromp, 2006). In this study the secondary data were
collected from a number of related literature reviews/books and class attendance list to identify
students indiscipline in public day secondary schools.
3.8 Data Collection techniques
The study adopted questionnaire, in-depth interview and review of documents as techniques
during data collection in the field. This is more detailed in the following sub sections.
3.8.1
Questionnaire
The questionnaires are set of printed or typed questions in definitive order Kothari (2004).
In this study the questionnaire were administered to selected students and to teachers. This
method was used to gather primary information like age and sex of participant, identification of
indiscipline cases experienced in the school, identification of factors that influences juvenile
indiscipline in schools, and methods used in dealing with students disciplinary problems. The
questionnaire technique was chosen because it reduces cost, free from the bias, respondent has
22
adequate time to give their feelings. The format of questionnaire consisted of identification,
multiple choices and completion.
3.8.2
In-depth Interview
The interview technique was used in collecting primary data in the field. Participants involved in
this method were four discipline officers from the four schools studied. The participants were
purposively selected so as to add information in relation to the specified objectives of the study.
The interview focused on identifying indiscipline cases experienced in the school, identification
of factors that influence juvenile indiscipline in schools, identification of current measures used
in dealing with students disciplinary problems and suggestion of any other effective measures to
arrest indiscipline in schools. The technique comprised of open ended interview guide which
were posed to the interviewee so as to reveal personal motives, feelings, and attitudes.
3.8.3 Desk review/Reading document/Document review
Godfred, (2016) defines desk review an instrument for studying public documents such as
newspapers, minutes of meetings and private documents such as letters, biographies and diaries
to enable the researcher obtain the language and words of informants who may not be alive at the
time of the research. In this study, this technique was used in reading of related books and
official documents such as the classroom attendance log books to explore juvenile students
indiscipline in public day secondary schools.
3.9 Data analysis
The study generated both qualitative and quantitative data. Quantitative data were coded, sorted
and entered into Ms Excel Spreadsheet; specific formulae were inserted at each stage. The data
analyzed to give out the percentage, tables, and charts. Qualitative data were analyzed based on
the content and thematic matter of the responses. Responses with common themes or patterns
23
were grouped together into coherent categories.
According to Kothari (2004) descriptive
statistics involves the use of absolute and relative (percentages) frequencies, measures of
central tendency and dispersion (mean and standard deviation respectively). Quantitative
data are presented in tables and graphs while the explanation is presented in prose.
3.10 Validity
An instrument is valid if it measures what it is intended to measure and accurately achieves the
purpose for which it was designed, validity involves the appropriateness, meaningfulness, and
usefulness of inferences made by the researcher on the basis of the data collected, for a research
to be valid the researcher needs some kind of assurance that the instrument being used will result
in accurate conclusions (Wallen & Fraenkel, 2001; Cohen, 2005).
In this study validity was ensured through careful sampling, appropriate instrumentation and
appropriate statistical treatments of the data, the honesty, depth, richness and scope of the data
achieved. The extent of triangulation choosing an appropriate time scale, ensuring that there
were adequate resources for the required research to be undertaken and selecting an appropriate
methodology for answering the research questions. To maintain validity the researcher used
different instruments such as questionnaire, interview and documentary review to collect rich
data.
3.11 Reliability
Reliability represents the consistency and repeatability of a measure (Zikmund and Babin, 2010).
A reliable instrument for a piece of research yields similar data from similar respondents over
time. It is concerned with the findings of the research and relates to the credibility of the findings
(Sekaran, 2003). For a research study to be accurate, its findings must be reliable and valid.
24
In this study consistency of the findings were ensured by pre-testing the questionnaire before the
actual implementation in the field. The pretested results were used to improve the instruments for
the subsequent study. Also the researcher collected the data from multiple sources (students,
class teachers, discipline officers, and documents) to ensure accuracy.
3.12 Ethical Considerations
Ethical Considerations are sets of principles made to guide actions in the field as well as protect
the rights of participants in research (Somekh and Lewin 2005). In this research, respect, truthful
and secrecy from the researcher were the leading key guards of the study in the following ways:The research questionnaires did not ask the respondents to write their names, the researcher
asked for informed consent from school administrations before contracting with the students.
The researcher made sure that information obtained from class attendance log-books did not
include names of undisciplined students. Furthermore the researcher asked for research
permission from the university authority and from The Mwanza City Director before going to the
field
25
CHAPTER FOUR
FINDINGS AND DISCUSSION
4.1 Introduction
This chapter presents analysis and discussion of data collected from the field of study. The focus
of the chapter is based on; social characteristic of the sample population, factors of juvenile
students indiscipline in public day secondary schools in Mwanza city, indicators and outcomes
of juvenile students indiscipline in public day secondary schools in Mwanza city, and measures
to be taken to control juvenile students indiscipline in public day secondary schools in Mwanza
city.
The presentation and discussions were in line with the objectives.

4.2 Social characteristic of the sample population
This section presents sex distribution of respondents, age distribution of respondents, educational
qualification of school discipline officers/counselors, and working experiences of school
counselors/discipline officers.
4.2.1 Sex Distribution of Respondents
Both students and teachers participated in this study were asked to indicate their sexes. This was
because the study focused to obtain good representatives from both sexes.
4.2.1.1 Sex Distribution of students
All schools involved in the study were co-education, therefore it is important to obtain
information from both boys and girls students with the fact that all of them are affected with
indiscipline behaviors. Their sex distribution was as indicated in table 2 below.
26
Table 2: Sex Distribution of students

Freq
Girls
28
53.85
Boys
24
46.15
Total
52
100

4.2.1.2 Sex Distribution of teachers
Both male and female teachers were involved in the study so as to obtain their representative
views about students indiscipline in secondary schools. Their distribution is as indicated in
figure 3 below.
60
50
55.56
44.44
percentage
40
30
20
10
0
Male
Female
Figure 3: Sex distribution of teachers

Source: field study 2016
4.2.2 Age Distribution of Respondents
The study was based on the juvenile students who their age is between 11-17years old. This
group is the vulnerable age of indiscipline cases in secondary schools. Students were asked to
27
indicate their ages so as to prove if they are juveniles. The age results showed that all students
participated in the study were juveniles, majority of them were (88.46%) aged between 15 and
17 years and the rest (11.54%) were aged between below 14 and 14 years. This shows that most
of Form II students are juveniles which is a critical age group largely associated with indiscipline
problems in secondary schools. Padilla [2012] maintains that indiscipline cases indeed, emanate
from this age group, since early adolescence is a time of significant biological changes along
with social transition, characterized by daring behavior. Therefore, such students require certain
measures to mould their character in school.
4.2.3 Educational qualification of school Discipline officers/Counselors
Discipline management in learning institutions requires a staff with high academic qualifications.
The researcher sought to establish the academic qualification of the respondents. This was done
by asking the respondents to state their level of education. All the four interviewed officers
responded as degree holders with special course of Guidance and counseling. Ndirangu (2000)
stresses that teacher counselors should be well educated so as to be able to handle the challenges
they find in their work.
4.2.4 Working Experiences of school Counselors/Discipline officers.
Four (4) Counselors/Discipline officers who took part in the study were asked to state their
working experiences. They responded as shown below in table 3.
Table 3: Working Experiences of school Counselors/Discipline officers.
Working experiences (years)
4
1
3
TOTAL
Discipline officers/counselors
2
1
1
4
28
%
50
25
25
100
These findings showed that, most of school discipline officers/counselors 50% had a working
experience of four years, 25% having a working experience of three years and remaining 25%
having experience of one year. Therefore this shows that most school discipline
officers/counselors have short years of their experiences which may compromise their
effectiveness in handling indiscipline. Consistently Montgomery (1989) argues that, experience
is the best teacher. Thus any lack of experience as discipline officers may be one of the
reasons why they have not developed appropriate mechanisms of adequately dealing with
indiscipline in their schools.
4.3. Factors of juvenile students indiscipline in public day secondary schools in Mwanza
city.
During the study, respondents were asked to give factors for juvenile students indiscipline in
public day secondary schools. The respondents identified factors for juvenile students
indiscipline such as moral decay, drug abuse, weak administration, lack of commitment by
teachers, lack of good role models by teachers, and poor parenting others include family poverty
and irrelevant curriculum. These factors stem from schools(such as weak administration, lack
of commitment by teachers, lack of good role model by teachers), from students homes(poor
parenting, family poverty, irrelevant curriculum) and the society (moral decay, drug abuse,).
29
Table 4: Factors influencing juvenile students indiscipline in Public Day Secondary

Schools as reported by Students (N=52)
Factors
% Response
Poor parenting
88.46
Moral decay
84.62
Lack of good role model by teachers
63.46
Drug abuse
59.62
Lack of commitment by teachers
50
Weak Administration
38.46
Poverty
19.23
Irrelevant Curriculum
11.54
Absentee of the head teacher
7.69

As shown in the table above 4 above students reported the major factors influencing juvenile
indiscipline in their schools as poor parenting by 88.46%, moral decay by 84.62%, lack of good
role model by teachers by 63.46%, drug abuse by 59.62%, and lack of commitment by teachers
by50%. Other factors indicated were weak administration by 38.46%, poverty by 19.23%,
irrelevant curriculum by11.54% and absence of head teacher by 7.69% .These findings are
similar to findings indicated by class teachers as follows poor parenting by 100%, moral decay
by 88.89%, drug abuse by 88.89%, lack of good role model by teachers by77.78%, weak
administration by 55.56%, irrelevant curriculum by55.56%, absence of head teacher by 44.44%,
poverty by 33.33%, and lack of commitment by teachers by22.22%.
4.3.1 Poor parenting
As reported by both students (88.46 %,) and class teachers (100%) poor parenting was the
leading factor of causing students indiscipline in public day secondary schools in Mwanza city.
These findings concurred with the study by Madziyire (2010) which indicated that home factors
like poor parenting, is due to parents ignoring their duties towards proper upbringing of their
30
children. Little time is spent by parents with their children which results in moral laxity which is
exhibited by students.
This is corroborated by Ozeinar (2006) who states that parental
monitoring has a protective effect on many adolescents risk behaviors in both middle-class
and poor urban environments, whereas unsupervised time, exposure to sexual
possibility
situations, and out of home care increase sexual behavior, improved parent-child
communication reduces sexual risk behaviors.
4.3.2 Moral decay
Moral decay was another among the major factors which influenced indiscipline in secondary
schools. This was evidenced by both respondents in percentage as, students by 84.62% and class
teachers by 88.89%. This was also indicated by Magana, (2009). who mentioned the various
types of indiscipline causes experienced in secondary schools as poor parenting, moral
decay in society and peer influences. Teachers also suggested that there is a need to work with
parents and community leaders to curb indiscipline in secondary school.
4.3.3 Lack of good role model and commitment by teachers
Mentioned among cases of indiscipline was due to lack of good role model by teachers (students
by 63.46% and class teachers by 77.78%. The findings are consistent with those of Kabiru
(2007) who found out that
teachers ought to carry out their tasks with high degree of
commitment and good role model since students indiscipline cases are accelerated by imitation
and copying from what they observe in their schools.
4.3.4 Drug abuse
Drug abuse as causative factor for students indiscipline in public day secondary schools was
reported by respondents as follows; students by 59.62%, and class teachers by 88.89%. This
was in lines with The Department of Justice (2011) asserting that drugs have abuse potential or
are immediate precursors to substances with abuse potential. With the exception of anabolic
31
steroids, they are abused to alter mood, thought, and feeling through their actions on the central
nervous system (brain and spinal cord).
4.3.5 Weak administration
The study findings showed that 38.46% of students and 55.56% by teachers agree that students
indiscipline is due weak administration of schools. Teachers sometimes perpetuate indiscipline
by being unprepared due to lack of commitment to fulfill their duties and also weak
administration by school leaders (Donga, 1998 and Felix,2011). An ill-prepared lesson can
cause students misbehavior due to loss of teachers self confidence.
Learners will doubt
teachers capabilities.
4.3.6 Irrelevant curriculum
The study findings reported irrelevant curriculum as indiscipline causing factor by 11.54%
students and 55.56% by teachers. In research done by Raven (in: Besag 1991), it was ascertained
that learners engage in several forms of deviant behavior if the curriculum is not able to offer
them opportunities for self-development and a sense of personal worth, and do not address the
aims that are promoted by society.
4.3.7 Poverty
Both findings by students (19.23%) and class teachers (33.33%) concurred that poverty is not a
major cause of juvenile indiscipline in secondary schools in Mwanza city. These findings are
supported with findings by Kithuku, (2015) which showed that parents who stated that children
from poor homes are undisciplined were only 10 representing 8.47%. However, 98 parents
representing 83.05% differed with this statement.
Hence, children from poor homes are
disciplined based on the findings from students and class teachers.
32
4.4 Indicators and outcomes of juvenile students indiscipline in public day secondary
In the study, the researcher asked about the indicators and outcomes of juvenile students
indiscipline in public day secondary schools the respondents identified the indicators and
outcomes of juvenile students indiscipline. Their reports are tabulated in table 5 and table 6
representing the indicators and in figure 4 containing the outcomes of indiscipline.
Table 5: the indiscipline indicators identified by Students (N=52)
Indicators
Freq.
Stealing
52
100
Absenteeism
51
98.08
Not doing assignments
48
92.31
Bullying
44
84.62
Coupling/boy-girl relationship
43
82.69
Fighting in school
41
78.85
Sneaking out of school
40
76.92
Improper dress code
39
75
Possession of mobile phone
38
73.08
Boycotting
38
73.08
Lateness to school
37
71.15
Smoking bhang and cigarettes
33
63.46
Drunkenness
27
51.92
Threatening teachers
25
48.08
Peddling drugs in school
15.38

As indicted in table 4 above, the students reported stealing(100%), Absenteeism(98.08%), Not
doing assignments(92.31%), Bullying (84.62%), Coupling/boy-girl relationship (82.69%),
Fighting in school (78.85%), Sneaking out of school (76.92%), Improper dress code(75%),
Boycotting(73.08%), Possession of mobile phone(73.08%), Lateness to school(71.15%),
33
Smoking bhang and cigarettes(63.46%) as the major problems in their schools. Drunkenness
(51.92%), Threatening teachers (48.08%) and peddling drugs (15.38%) were also reported as
indiscipline cases in the schools.
4.4.1 Stealing
All respondents, students (100%) and class teachers (100%) agreed that stealing was out of
control in their schools. This shows that stealing is prevalent in all the schools. Stealing is
associated with poverty in the homes. According to the findings of the task force on student
discipline and unrest in secondary schools, children who were given little or no pocket money for
their basic needs were often tempted to steal from others (Sileneb, 2011). Similarly, Kabiru
(2007) singled out theft as a very common problem in secondary schools in Kirinyaga district in
Kenya. Theft is extensive because some students lacked basic needs and therefore stole from
their classmates.
4.4.2 Not doing assignments
Not doing assignments was reported by both respondents as a good indicator of indiscipline in
public secondary schools, students reported it by 92.31% while teachers by 100%. These
findings are similar to findings by Mugambi (2005) study on factors influencing indiscipline in
schools.
4.4.3 Absenteeism
Most of students (98.08%) indicated absenteeism as a common indiscipline problem in their
schools. This also was supported by teachers (100%) that absenteeism is a common misbehavior
in public day secondary schools. According to Jayson (2005) whose research covered schools in
America and Europe, absenteeism in under-developed countries, he noted, was due to lack of
food and clothing and probably due to working outside school. This also concurred with findings
from document review done by the researcher as shown in the table below.
34
Table 6: Form II truancy rates July 2016

School
Month
Truants
Registered
Pamba
July
44
274
16.06
Nyamanolo
July
31
209
14.83
Nyamagana
July
57
135
42.20
Pasiansi
July
32
216
14.82

The documents were analyzed to find out number of truants per schools basing on the month of
July 2016 and the rates of truancy in percentage were as follows Nyamagana by 42.20%, Pamba
by 16.06%, Nyamanolo by 14.83, and Pasiansi by 14.82%. As discussed above truancy is among
of the major indicators of indiscipline in many schools.
4.4.4 Bullying
Students (84.64%) reported bullying as one of the major indiscipline indicators. This was in line
with teachers findings by (100%). Also Kabiru(2007) asserts that bullying is a contributing
factor in students misbehaviors.
4.4.5 Coupling/Boy-girl relationship
Coupling (boy-girl) relationship was mainly reported by students (82.69%) and class teachers
(77.78%) in the secondary schools, probably due to fact that both sexes were in close proximity.
There is a very close connection between coupling and early teenage pregnancies among
secondary school students.
4.4.6 Fighting
In this study both respondents agreed that fighting is a common indiscipline indicator in public
day secondary schools. Students agreed by 78.85% while teachers agreed by 88.89%. Idu (2011)
asserts that indiscipline in secondary schools due fighting is a cry out to all stakeholders in
education.
35
4.4.7 Sneaking out of school

The study revealed that sneaking out of school is among of the indiscipline indicators in public
day secondary schools. This was evidenced by students 76.92% and teachers 77.78%. Sneaking
out of school is a common indicator in secondary schools in the study area. These findings were
also confirmed by (Idu 2011) asserted that in public day secondary schools, students have a
tendency of sneaking out of school before the time of dispersal.
4.4.8 Improper dress code
The study findings came up with evidence that improper dress code is a common indicator of
students indiscipline in secondary schools. This was evidenced by students 75% and teachers
supported it by 100%. Furthermore this was evidenced by Ponfua (2015) showing that some
students lack school bars, ties, and loosen trousers.
4.4.9 Possession of mobile phone
Possession of mobile phones was reported by students (73.08%) and teachers(88.89%) as an
indiscipline problem in day secondary schools. This suggests that for day school students, the
temptation to carry phones to school is indeed great. When phones are smuggled into school,
they may be a source of severe indiscipline. Similar findings were obtained by the Departmental
Committee on Education, Research and Technology on the Inquiry into Students unrest and
strikes in secondary schools, which observed that such phones are used to relay inciting
messages to colleagues within and other schools as well as spread fear among students, (Kenya
National Assembly, 2008). Besides, it is a very effective device for cheating in exams (Siringi,
2011), and viewing pornography.
4.4.10 Boycotting
The study indicated that, students by 73.03% and teachers by 66.67% agreed that boycotting is
also prevailing in public day secondary schools. This is evidenced by William (2014) in the
36
study on factors associated students violence in secondary schools, asserting that some students
practiced boycotting against their fellows.
4.4.11 Lateness to school
Lateness to school is yet another indiscipline problem viewed by both teachers (100%) and
students (71.15%) as quite common in schools. Day scholar students, live in their homes where
they are expected to carry out duties on a daily basis. This implies that due to the household
tasks, they do report late to school and do not do assignments among others. In Malawi,
according to Scharff and Brady (2006), girls are expected to help their mothers with
labor intensive household chores before going to school, making them arrive in school late and
exhausted.
In U.S.A, Jayson (2005) reported that more students had jobs and most of
them worked at typical teen jobs such as in fast food restaurants and sales stores. The
findings in Sileneb, (2011) indicated that in this era of unemployment and high poverty levels,
income - generating activities in some regions in Kenya indeed disrupted normal school routines.
Moreover, heavy traffic jams experienced on the city roads also contributed to lateness. Parents
should be encouraged to assign light duties to day secondary school students while at home in
order to report to school in time.
4.4.12 Smoking bhang and cigarettes
The researcher found that 63.46% of respondent students and 55.56% of respondent teachers
agreed that smoking bhang and cigarettes is evidenced in public day secondary schools. Also
Padilla (2012) in the study dealing with disruptive behaviors in schools said that students are
smoking bhangs and cigarettes.
4.4.13 Peddling drugs in schools
Furthermore the study findings showed that students by 15.38% and teachers by 44.44% proved
that some students are seen peddling drugs in schools. This concurred with the study by Mangwa
37
and Ngara (2014) in the study of Learners indiscipline in secondary schools said that in urban
secondary schools cases of students peddling drugs have observed.
4.5 Outcomes of juvenile students indiscipline in public day secondary schools in Mwanza
city
The study results showed poor academic performance, early marriage drop out from school, and
mental illness were the major indicators of indiscipline in many schools. The study by Fabelo
and colleagues (2011) in Texas also found that the rates of failures and dropping out of school
rose along with the number of disciplinary violations of any kind in which a student was
involved.
120
Percentage
100
80
60
Students
40
Teachers
20
0
Early
pregnancy
Poor
Drop out Mental illness
academic
from school
performance
Figure 4: Outcomes of indiscipline as identified by field respondents

4.5.1 Early pregnancy
In regards to the findings students (100%) and teachers (100%) agreed that early pregnancy is
the major and common outcome of students indiscipline in secondary schools. This might be
due the biological facts that juveniles are at adolescence stage where they experience biological
changes of secondary sexual characteristics development. These changes might come up with
38
individual sexual pressure which if not controlled leads to boy-girl relationship as a result of
early pregnancies in secondary schools.
4.5.2 Poor academic performance

Poor academic performance was one among of the major outcomes of students indiscipline in
secondary schools as it was reported by students (92.31%) and class teachers (100%). This
concurred with findings by Chumbe et al (2013) revealed that some of the students who do not
perform well academically engaged in undisciplinary cases. Moreover these findings are
consistency with the study of Andy & Patricia (2014) revealed that students with one or more
discipline referrals were 2.4 times more likely to score below proficiency in math than those with
no discipline referrals and also when the disciplinary consequences take the form of in-school or
out-of-school suspension, the risk of scoring below proficiency increases and proficiency gaps
widen.
4.5.3 Drop out from school
Another major indiscipline outcome reported by both students (88.46%) and class teachers
(100%) was drop out from school. According to school rules and regulations in Tanzania
students who conceive pregnancy are expelled out from school. Also poor academic performing
students find themselves unfit in academic sphere as a result on themselves drop out from school.
4.5.3 Mental illness
Although mental illness was indicated by few number of respondents such as students (30.77%)
and class teachers (55.56%) this number should not be ignored because adolescents are at risk to
drug abuse such as smoking and chewing either bhang or marijuana or hashish or cannabis,
injecting or swallowing drugs such as heroin, cocaine, Hydromorphone, Methadone, Morphine,
Opium, Oxycodone, Amphetamines, Khat etc. which have effects to human health. These
findings are supported by The U.S. Department of Justice (2011) asserting that drugs have abuse
39
potential or are immediate precursors

recursors to substances with abuse potential. With the exception of
anabolic steroids, they are abused to alter mood, thought, and feeling through their actions on the
central nervous system (brain and spinal cord).
4.6 Measures taken to control juvenile students indiscipline in public day secondary
The researcher asked the respondents to give measures
measures to be taken to control juvenile students
indiscipline in public day secondary schools. Both respondents (students and class teach
teachers) were
asked to identify most current measures used to control indiscipline in their schools, to indicate
roles of sports and games and different clubs in their schools as measures to control indiscipline.
Furthermore respondents were asked to suggest other
ther effective ways to be used to control
indiscipline in their schools.
ls. The results were as shown in the following figure 5..
22.22
Positive teacher-learner
learner relationship
Teaching of life skills as subect
76.92
48.08
Modelling behavior by the teachers
66.67
100
63.46
Manual work
71.15
Clear guidelines/rules
88.89
Teachers
Students
90.38
100
96.15
Guidance and Counseling

0
20
40
60
80
100
Percentages
Figure 5:: Current measures used to control indiscipline in Public Day Secondary Schools
in Mwanza city as reported by field respondents
40
Respondents (students and class teachers) were asked to indicate the measures used in their
schools to arrest indiscipline. From the figure above, shows that students (90.15%) and class
teachers(100.0%)
reported
guidance
and
counseling,
students
(90.38%)
and
class
teachers(88.89%) reported school rules, students (71.15%) and class teachers(88.89%) reported
manual work, students (63.46%) and class teachers(100.0%) reported modeling behavior by
teachers as the main method used in their schools to counter indiscipline. Other measures
indicated were teaching of life skills as a subject (students by 48.08% and class teachers by
66.67%), and positive teacher- learner relationships (students by 76.92% and class teachers by
22.22%),
4.6.1 Guidance and counseling
As indicated, it is evident that guidance and counseling was the most widely used in
curbing indiscipline as reported by the students and class teachers. Indeed the report of the
task force on student disciplines and unrest (Wangai report, 2006) gave a strong
recommendation for the appointment of teacher counselors for every public school. Other
similar findings that concur with this study was by Ndungu (2002) who advocated the use
of guidance and counseling more often since it advocated for dialogue, discussion and
reasoning together with students. This made them understand themselves and discover their
strong and weak areas. Guidance and counseling should therefore be intensified in schools as a
preventive disciplinary measure.
4.6.2 Clear guidelines/rules
Students (90.38%) and class teachers (88.89%) reported school rules as a means of dealing with
shaping students discipline in secondary schools. School rules/regulations if used well have
great impact on molding students into desired behavior. For effective use of rules/regulations
41
teachers have to make sure that the rules are clear, announced every week in front of all students
and if possible the rules are to be generated in collaboration of students and teachers.
4.6.3 Manual work
Students (71.15%) and class teachers (88.89%) reported manual work as a method used to
counter indiscipline. This was consistent with the findings of Mugambi (2005) who found that
the main intervention for indiscipline after the ban of corporal punishment in Nyeri
District, was manual punishment which was either major or minor, depending on the degree of
severity of indiscipline. Manual work is used to prevent repetition of such incidents in schools
and to set the victims as examples to other students to deter misbehavior.
4.6.4 Modeling behavior by teachers
Mentioned among cases of indiscipline was due to lack of good role model by teachers, this was
indicated by Students (63.46%) and class teachers (100.0%) in table 4.5. The findings are
consistent with those of Kabiru (2007) who found out that teachers ought to be good role model
since students indiscipline cases are accelerated by imitation and copying from what they
observe in their schools.
4.6.5 Teaching of life skills as subject
The study findings showed that, students by 48.08% and teacher by 66.67% indicated that
teaching of life skills as subject is one of important measure in controlling students indiscipline.
These skills are imparted to learners through various methodologies, such as role plays,
brainstorming, storytelling, song and dance, games, puzzles, miming and riddles among
others, (KIE 2006). A purposeful
commitment to teaching life skills can lead to self-discipline
and where this reigns among students in schools, indiscipline is unheard of.
4.6.6 Positive teacher-Learner relationship
Students by 76.92% reported that positive teacher-learner relationship is a good way of dealing
with indiscipline. This was supported by teachers findings (22.22%). These findings concurred
42
with
the study by Paul (2009), asserts that positive teacher-learner relationships have the
potential of creating a conducive learning environment in the classroom and in return

brings about an atmosphere that is devoid of unruly behaviors in the entire school environment
and this again will determine whether or not a learner can benefit from teaching learning
situations.
4.6.7 Participation in sports and games by respondents in public day secondary schools in
Mwanza city.
The respondents were asked to indicate rates of participation in sports and games in public day
secondary schools Yes or No as a response against the question. The results were tabulated as
shown table 7 below.
Table 7: Participation in sports and games
Students
Yes
38
73.08
No
14
26.92
Total
52
100
As indicated in the table 7 above about three quarter of students 73.08% and class teachers
(77.78) agreed that they participate in different sports and games (football, netball, handball,
race, crickets etc.) in their schools. Sports and games in schools if emphasized have great impact
on influencing positive behavior among students in schools. These findings are supported by
Uzoma (n.d) that, sports serve positive influence on emotional and psychological stability.
Therefore using sports to replace irresponsible life pattern can serve a corrective measure
for curbing indiscipline.
Also a similar study is by Asiyai, (2012) asserting, the possible
solutions to the problem of indiscipline in Nigerian secondary schools among others are the
provision of adequate facilities for teaching, games and sports.
43
4.6.8 Presence of Clubs and social units in schools.

In this study the researcher the respondents to indicate the presence of clubs and social units in
their schools as measures of controlling indiscipline. The respondents indicated Yes or No for
the presence or absence of clubs and social units respectively in their schools. The results were
as follows:
Table 8: Presence of Clubs and Social units in public day secondary schools
Students
Yes
51
98.08
No
1.92
Total
52
100

From the table 8 above most of public day secondary schools in Mwanza have clubs and social
units as ways to enhance good behavior and life skills. This was evidenced by respondents,
students 98.08% and class teachers 100%. School clubs(such as Science students club, subjects
clubs, girls/ gender club, HIV/AIDS club, civic and ethics club, charity club,) are established to
enhance the regular curriculum delivery through engagement in co-curricular activities, i.e.
putting the theoretical and classroom based education into practice (UNICEF, 2014). Clubs are
used for the purpose of the provision of moral education in the schools and value re-orientation
in the society.
4.7 Suggested effective ways for controlling indiscipline in public day secondary schools in
Mwanza city.
The study sought to establish other ways to be used to control indiscipline in secondary schools
in Mwanza city. The respondents were asked to suggest other measures which can be effective
when used together with the current measures to arrest indiscipline. Both interviewees and class
teachers came out with the following suggestions for effective discipline management as follows:
44
provision of teachers and parents relationship, establishment of special centers for chronic
undisciplined students, establishing security guards in schools, provision of heavy punishment
and suspension. Moreover establishment of courts for undisciplined students, establishment of
ethic clubs in schools, students should be involved in school rules/regulations construction,
provision of the curriculum to meet students demands.
Students who took part in this study also came with a number of suggested effective measures to
curb indiscipline in public day secondary schools in Mwanza city as follows: Teaching of fine
arts and music in schools, conducting regular discipline meeting, provision of ethical education,
provision of suspension and expelling out chronic undisciplined students, establishment of
prisons for undisciplined students where they will be taught life skills, provision of religious
education in secondary schools, provision of conducive environment for learning, and provision
of parenting at homes.
45
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This
chapter
gives
summary
of
the
study,
draws
conclusion
and
makes
recommendations and suggestions for further research. The main look of the study was to
evaluate on factors contributing to juvenile indiscipline in public day secondary schools in
Mwanza city. As well, it aimed at documenting measures to be taken to control juvenile
students indiscipline in public day secondary schools.
5.2 Summary
This study took place in Mwanza city basing on evaluation on factors influencing juvenile
indiscipline in secondary schools in Mwanza city. Its main objective was to provide an
understanding of the factors of juvenile students indiscipline in public day secondary schools in
Mwanza city. While the specific objectives were; to determine the factors of juvenile students
indiscipline in public day secondary schools in Mwanza city, to assess the indicators and
outcomes of juvenile students indiscipline in public day secondary schools in Mwanza city and
to document measures to be taken to control juvenile students indiscipline in public day
secondary schools in Mwanza city. Information was obtained by means of questionnaires,
interviews, and document review as research tools used by the researcher.
Based on the first objective, the findings revealed that the major causes of indiscipline as
reported by all the respondents were poor parenting, moral decay, lack of good role model by
teachers, drug abuse, and lack of commitment by teachers.
The second objective was subdivided into two, the part composing the indicators of indiscipline
in schools and part which contains the outcomes of indiscipline by students in secondary schools
as follows; The major indiscipline indicators, according to all the respondents were, stealing,
46
Absenteeism, Not doing assignments, Bullying, Coupling/boy-girl relationship, Fighting in

school, Sneaking out of school, Improper dress code, Boycotting, Possession of mobile phone,
Lateness to school, Smoking bhang, cigarettes and Drunkenness as the major problems in their
schools. While the major indiscipline outcomes, according to all the respondents were; early
pregnancies, poor academic performance, drop out from school and mental illness.
5.3 Suggestions on measures to be taken to control juvenile students indiscipline in public
day secondary schools.
The researcher suggests the following measures as effective ways of controlling students
indiscipline to be used together with the already existing positive approaches. These
suggestions include provision of teachers and parents relationship, establishment of special
centers for chronic undisciplined students, establishing security guards in schools, provision of
heavy punishment and suspension. Other measures include establishment of courts for
undisciplined students, establishment of ethic clubs in schools, students should be involved in
school rules/regulations construction, provision of the curriculum to meet students demands,
Teaching of fine arts and music in schools, conducting regular discipline meeting, provision of
ethical education, provision of suspension and expelling out chronic undisciplined students,
establishment of prisons for undisciplined students where they will be taught life skills, provision
of religious education in secondary schools, provision of conducive environment for learning,
and provision of parenting at homes which can be adopted by all categories of schools in
Mwanza city.
5.4 Conclusion
In conclusion, it can be said that all public day secondary schools in Mwanza city experienced
numerous indiscipline problems, such as
stealing, lateness to school, absenteeism and
possession of mobile phones, fighting, smoking bhang and cigarettes, peddling of drugs,
improper dress code, bullying, Coupling /boy-girl relationship among others. It is therefore
47
important for teachers , parents and community elders to identify these indiscipline cases
and deal with them accordingly.
Various factors identified by respondents responsible for indiscipline of juvenile students in
schools were moral decay, drug abuse, weak administration, lack of commitment by teachers,
lack of good role models by teachers, and poor parenting others include family poverty and
irrelevant curriculum.
These factors stem from schools, the students homes and influence
from the society/community. It is therefore important for teachers, parents and elders in the
community to plant their positive influence on students discipline and mitigate those bad
behaviors.
It is notable that most schools had guidance and counseling, discipline officers, subject
clubs, debate clubs, sports and games,
positive teacher-learner relationship, Clear
guidelines/rules, and manual work as the key disciplinary methods.. In all the schools, these
methods of handling indiscipline were insufficient to manage indiscipline cases. They had not
been used effectively to promote student discipline in secondary schools in the city as
evidenced by the several indiscipline cases that were found in schools. The methods were
not given much emphasis due to time limits and lack of facilities and learning materials, all
of which are critical variables in the implementation of the key approaches. Particularly,
guidance and counseling was not well organized in Mwanza city due to the fact that all schools
included in the study lack special offices for guidance and counseling. Inefficiency was lack of
professional counselors. From the findings, in order to maintain good discipline in schools,
teachers should play their role in enhancing effective discipline by improving guidance
and counseling services to students, effectively implementing life skills as subject in the
curriculum, involving students in programmed
family units in all schools.
48
co-curricular activities and establishing
5.5 General recommendations

Friendly relationships should exist between parents and school authorities, teachers and students
and community at large so that they work together in trying to reduce indiscipline. Both the
home and school environment should be made exciting and conducive for learning to children.
There should be reward for good conduct and punishment for bad conduct at home,
school and society.
Schools to have competent professional counselors who will help indiscipline students
stop misbehaving by clearly discussing with them the consequences of indiscipline and
benefits of being disciplined. Teaching of life skills such as interpersonal skills, skills of
making effective decisions and skills of knowing and living with oneself. These skills are
imparted to learners through various methodologies, such as role plays, brainstorming,
storytelling, song and dance, sports and games, puzzles, miming and riddles among others.
Parents, teachers and elders have to model the behaviors of positive self-concepts and respect for
others and to establish importance of academic achievement.
5.6 Recommendations for further studies
The study was limited itself only in Form II students in Mwanza city secondary schools due to
shortage of finance and time, thus it only covered small area of the study. In this case, more
studies are needed to be conducted in other forms (such as Form I,III, IV) and schools(such as
private secondary schools, Advanced level secondary schools, and primary schools). Areas that
are proposed for further study with regard to students indiscipline among others are:
Student Indiscipline and Academic Performance in Public Secondary Schools in Mwanza

city
The influence of discipline management by head teachers on students academic performance
Students' perceptions of indiscipline in secondary schools.

49
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54
APPENDICES
APPENDIX 1: RESEARCH PERMISSION LETTER
55
APPENDIX II: QUESTIONNAIRE FOR STUDENTS

I am a postgraduate
student pursuing postgraduate diploma in education in the University of
Dodoma. I am conducting a research on Factors Influencing Juvenile Indiscipline in

Secondary Schools in Mwanza City, Tanzania. I wish to seek your views on a number of
issues pertaining to Juvenile students Indiscipline. You have been chosen to participate in the
study. The questions are intended for an educational research. Whatever you write will be used
for the intended research, and will remain confidential thereafter, do not indicate your name.
Please attempt all the questions in the questionnaire and be as honest as possible.
SECTION ONE
Choose the most appropriate answer by either putting a tick [] in the brackets or
writing down your answers in the spaces provided.
1. Name of the school: ____________________________________
2. Tick your sex: male [ ] female [ ]
3. Tick your age: 14 below yrs old [ ],15-17 years old [ ]18 yrs and above[ ]
SECTION TWO
4. In your view as a student, indicate by a tick those factors that influence indiscipline
in your school. Honestly indicate your opinion by ticking agree or disagree
Causative factors
Agree
Moral decay(maadili mabaya)

Drug abuse (kutumia madawa)
Weak administration (uongozi dhaifu)
Irrelevant curriculum (mtaala usiyokidhi)
Absentee of head teachers (kutokuwepo kwa mkuu wa shule)
56
Disagree
Lack of commitment by teachers (kutowajibika kwa walimu)

Lack of good role models by teachers (ukosefu wa maadili)
Poverty (umasikini nyumbani)
Poor parenting(malezi mabaya)
5. Students indiscipline problems are experienced in public day secondary schools.

Below in 5(a) is a list of indicators of indiscipline while 5(b) is a list of indiscipline outcomes.
5(a). Which are some of the indiscipline indicators experienced by students in your school? Tick
as many as may apply.
Nature of indiscipline
Tick [ ] the most appropriate
Lateness to school (kuchelewa shule)

Boycotting (kufanya migomo)
Not doing assignments (kutofanya kazi za darasani)
Absenteeism (utoro)
Improper dress code(kutovaa sare za shule)
Sneaking out of school (kutoroka shuleni)
Possession of mobile phones (kumiliki simu)
Bullying (uchokozi)
Peddling drugs in school (kuuza madawa)
Smoking bhang and cigarettes (kuvuta bangi/sigara)
Assaulting/threatening teachers (kutishia walimu)
Stealing (wizi)
Coupling /boy-girl relationship(mapenzi)
Fighting in school
57
Drunkenness (ulevi)
5(b). Which are some of the indiscipline outcomes experienced by students in your school? Tick
Drop from school
Poor academic performance
Loss school official documents due school burning
Mental illness (lunacy)
6. Below is a list of methods used in dealing with students disciplinary problems.

Tick the most common methods used by the teachers in your school.
Guidance and counseling
Positive teacher-learner relationship.
Teaching of life skills as a subject
Manual work
Modeling behavior
7.
(a) Do you participate in games? Yes [ ] No [ ]

(b) Do you have clubs and societies in your school? Yes [ ] No [ ]
(c) Are you a member of any club? Yes [ ] No [ ]
8. Suggest other ways that should be adopted by schools to deal with indiscipline.
______________________________________________________________________
Thank you
58
APPENDIX III: QUESTIONNAIRE FOR CLASS TEACHERS

I am a postgraduate
student pursuing postgraduate diploma in education in the University of

Please attempt all the questions in the questionnaire and be as honest as possible.
SECTION ONE
Please respond to all the items by ticking () in the brackets or by writing down your answers in
the spaces provided.
1. Name of the school_________________________________________________
2. Tick your sex: male[ ],female[ ]
3. Tick your age: 30below yrs old[ ],31-40yrs old[ ],41yrs and above[ ]
4. Tick your academic level: Certificate[ ],Diploma[ ],Degree[ ],postgraduate[ ]
SECTION TWO
5. In your view as a teacher, indicate by a tick those factors that influence indiscipline
in your school. Honestly indicate your opinion by ticking agree or disagree.
Causative factors
Agree
Moral decay(maadili mabaya)

Drug abuse (kutumia madawa)
Weak administration (uongozi dhaifu)
Irrelevant curriculum (mtaala usiyokidhi)
59
Disagree
Absentee of head teachers (kutokuwepo kwa mkuu wa shule)

Lack of commitment by teachers (kutowajibika kwa walimu)
Lack of good role models by teachers (ukosefu wa maadili)
Poverty (umasikini nyumbani)
Poor parenting(malezi mabaya)
6. Students indiscipline problems are experienced in public day secondary schools.

Below in 6(a) is a list of indicators of indiscipline while 6(b) is a list of indiscipline outcomes.
6(a). Which are some of the indiscipline indicators experienced by students in your school? Tick
Nature of indiscipline
Tick [ ] the most appropriate
Lateness to school (kuchelewa shule)

Boycotting (kufanya migomo)
Not doing assignments (kutofanya kazi za darasani)
Absenteeism (utoro)
Improper dress code(kutovaa sare za shule)
Sneaking out of school (kutoroka shuleni)
Possession of mobile phones (kumiliki simu)
Bullying (uchokozi)
Peddling drugs in school (kuuza madawa)
Smoking bhang and cigarettes (kuvuta bangi/sigara)
Assaulting/threatening teachers (kutishia walimu)
Stealing (wizi)
60
Coupling /boy-girl relationship(mapenzi)

Fighting in school
Drunkenness (ulevi)
6(b). Which are some of the indiscipline outcomes experienced by students in your school? Tick
Drop from school
Poor academic performance
Mental illness (lunacy)
Loss of school official documents due school burning
7. Below is a list of methods used in dealing with students disciplinary problems.

Tick the most common methods used by the teachers in your school.
Guidance and counseling
Positive teacher-learner relationship.
Teaching of life skills as a subject
Manual work
Modeling behavior
8.
(a) Do you participate in games? Yes [ ] No [ ]

(b) Do you have clubs and societies in your school? Yes [ ] No [ ]
(c) Are you a member of any club? Yes [ ] No [ ]
9. Suggest other ways that should be adopted by schools to deal with indiscipline.
______________________________________________________________________
Thank you
61
APPENDIX IV: AN INTERVIEW GUIDE FOR COUNSELORS/DISCIPLINE

OFFICERS
I am a postgraduate student pursuing postgraduate diploma in education in the University of
Please attempt all the questions in the questionnaire and be as honest as possible
1) What is your experience in guidance and counseling?
___________________________________________________________________
2) Do you have sufficient training in guidance and counseling?__________________
3) What is your recent level of schooling?
_________________________________________________________________
4) What are the major factors that influence juvenile indiscipline in your school?
__________________________________________________________________
__________________________________________________________________
5) What are the common indicators of disciplinary problems in your school frequently
referred to your office?
________________________________________________________________________
____________________________________________________________________
6) What are the outcomes of disciplinary problems in your school?
________________________________________________________________________
___________________________________________________________________
62
7) What are measures used to curb juvenile indiscipline in your school?

__________________________________________________________________
__________________________________________________________________
8) What other measures you suggest to be used to curb juvenile indiscipline in your school?
__________________________________________________________________
__________________________________________________________________
Thank you for your cooperation.
63
64

An Evaluation On Factors Influencing Juvenile Indiscipline

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EVALUATION ON FACTORS INFLUENCING JUVENILE INDISCIPLINE

IN SECONDARY SCHOOLS IN MWANZA CITY, TANZANIA:

POSTGRADUATE DIPLOMA IN EDUCATION

Mr. LUHALALA J.J

1.9 Conceptual Framework ............................................................................................................. 7

3.2 Description of the Study Area................................................................................................. 18

4.2 Social characteristic of the sample population........................................................................ 26

Table 1: Sample size categories of each school ............................................................................ 21

Figure 1: The conceptual framework showing causal-effect relationship ...................................... 9

LIST OF ABBREVIATIONS, SYMBOLS and ACRONOMIES

Human Immunodeficiency Virus

Kenya Institute of Education

United States America

United Nations International Childrens Emergency Fund

incorporates approaches that emphasize self-awareness, self-management, social

stated that an effective discipline approach involves a united effort by

Let students know what you need, Provide

punishment and expulsion, adoption of behavior modification

techniques to manage unruly behaviors of the students as alternative to expulsion and

To determine the factors of juvenile students indiscipline in public day secondary

To document measures to be taken to control juvenile students indiscipline in public

1.5 Research Questions

1.6 Limitations of the Study

1.8 Significance of the Study

constructed within a complex pattern of interactions in which community members play an

Figure 1: The conceptual framework showing causal-effect relationship

2.3 Theoretical Perspective of the Study

Learners will doubt

teachers capabilities. According to Kilonzo (2009) teachers are supposed to be role

2.3.1.3 Societal based factors

According to Paul (2009), Positive Teacher-Learner Relationships have the

potential of creating a conducive learning environment in the classroom and in return

children have learned from inappropriate role models practiced by either

2.3.4 4. Teaching life skills

commitment to teaching life skills can lead to self-discipline

Geographically, Mwanza city lies between latitudes 1 30 and 3 0

Figure 2:: A map showing locations of study area in Mwanza city.

3.4 Research Design

Table 1: Sample size categories of each school

Pamba Secondary School

Nyamanolo Secondary School

Pasiansi Secondary School

Form II class teachers

3.6 Sample size and sampling procedure

3.7 Types and Sources of data

were grouped together into coherent categories.

According to Kothari (2004) descriptive

The presentation and discussions were in line with the objectives.

Table 2: Sex Distribution of students

Source: Field study (2016)

Figure 3: Sex distribution of teachers

Source: Field study (2016)

Table 4: Factors influencing juvenile students indiscipline in Public Day Secondary

Lack of good role model by teachers

Lack of commitment by teachers

Absentee of the head teacher

Source: Field study (2016)

This is corroborated by Ozeinar (2006) who states that parental

teachers ought to carry out their tasks with high degree of

Learners will doubt

Hence, children from poor homes are

disciplined based on the findings from students and class teachers.

Not doing assignments