Disciplinary Practices and Their Impact on Students’ Behavioural Development in Military-Owned Secondary Schools in Tanzania

Author

Bahati Mustapha, Flora O. Kasumba and Egidio H. Chaula

Abstract

 This study assessed the disciplinary practices and their impact on students’ behavioural development in military-owned secondary schools in the Morogoro and Pwani Regions of Tanzania. The study was motivated by ongoing concerns about student indiscipline in secondary schools, alongside a growing scholarly and policy emphasis on structured disciplinary systems as mechanisms to enhance positive behavioural outcomes. Specifically, the study examined how disciplinary practices such as strict supervision, rule enforcement, routine regulation and hierarchical authority structures shape students’ behavioural development in terms of discipline, responsibility, respect for authority and self-control. The study was guided by Albert Bandura’s Social Learning Theory and complemented by B. F. Skinner’s Operant Conditioning Theory, both of which explain how behaviour is acquired through observation, reinforcement and environmental conditioning. A convergent parallel mixed-methods research design was adopted. The study involved 106 respondents, including 70 students, 20 teachers and 16 key informants. Additionally, 20 students participated in focus group discussions. Data were collected using questionnaires, semi-structured interviews, FGDs and documentary review. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Findings revealed that disciplinary practices in military-owned secondary schools are highly structured and systematically enforced. These include routines and timetables, assemblies and parades, uniform and grooming regulations, communication of school rules, corrective punishment, rewards and recognition, supervision, peer-led discipline, involvement of military personnel and drills. These practices are implemented through continuous monitoring and strict institutional control. Regarding behavioural outcomes, the study established that disciplinary practices positively influence students’ behavioural development by fostering responsibility, punctuality, self-control, respect for authority, social cooperation and accountability. However, some respondents indicated that excessive regulation may limit students’ autonomy, creativity and emotional well-being. The study concludes that disciplinary practices in military-owned secondary schools play a significant role in promoting positive behavioural development among students. However, their effectiveness depends on striking a balance between institutional control and approaches that foster internalised discipline and holistic learner development. The study recommends strengthening counselling and mentorship services, promoting positive disciplinary strategies and developing policies that balance institutional discipline with students’ psychosocial needs. Further research is recommended on long-term behavioural outcomes and the psychological effects of military-oriented school environments.

Keywords

Disciplinary practices; Behavioural development; Military-owned secondary schools.

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References

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