Abstract: Globally, countries are working out to abolish the use of corporal punishment in schools. With no exclusion, Tanzania has been making different efforts to attain full eradication of corporal punishment (CP) in schools, including introducing the policy on how to administer corporal punishment in schools. Despite the efforts, teachers are witnessed using CP in managing discipline to their students. Studies revealed that the manner and extent for implementation of CP policy differs from one school to another. This study focused on exploring factors accounting for the level and manner of implementing the policy. The study used quantitative approach, and descriptive design which applied questionnaire as a tool for data collection. The data were collected from 13 Tanzanian primary school teachers. The findings show that students’ discipline; poor society involvement; lack of support from school and teachers not being updated of the policy are factors associated with manner and level of implementation of the policy. There is a need to find inclusive methods on how schools and community can work on improving students’ discipline, the responsible body for the policy needs to work on how it updates teachers on the policy. This will help them to see challenges and find collective ways to mitigate.

Abstract: Corporal punishment in schools has become one of escalating problematic global human rights issues. Nevertheless, the number of studies worldwide media had been reported to reduce corporal punishment in schools. However, in Tanzania, especially in Dodoma City, the contribution of media in reducing corporal punishment is not well known. This study was set to find out the role played by the media in the reduction of the use of corporal punishment in Dodoma secondary schools. The study explored teachers’ and students’ perceptions on various services offered through media regarding the reduction of corporal punishments in the City of Dodoma. It examined challenges that are contributing to the resistance in the reduction of corporal punishment in the City of Dodoma. The study was guided by the mixed approach, with the sample size of 99 respondents. The methods used for collecting data were interview, and questionnaire. The findings revealed that, 62% of the respondents affirmed that, the media had significantly contributed to reduction of corporal punishment in schools. The study concluded that, the distribution of message against corporal punishment was reported positively by 58% of the respondents. Among the most dominating challenges that constrain the reduction of corporal punishments as revealed by this study consist of society’s culture, which was mentioned by 67% of the respondents, and the lack of educational awareness as perceived by 75% of the respondents. It is therefore recommended that education needs to be provided in order to raise awareness on the reduction of corporal punishment in schools.

Abstract: For a long time now, primary schools in Tanzania have been struggling to attain full implementation of the corporal punishment legal policy. Among others, the implementation seems to be affected by teachers’ understanding of the policy. This study focused on finding out and establishing teachers’ understanding of Corporal punishment legal policy in Tanzania primary schools. The main objective of the study was to establish teachers’ understanding of corporal punishment legal policy in Tanzanian schools. The sample used in this study were primary school teachers from ten primary schools in Shinyanga rural area. The decision on sample used based on the objective of the study as teachers are main practitioners of the policy. The findings of the study show that, there is different understanding of the policy among teachers, teachers are not aware of sanctions that result from breaking the policy and there is no follow up done by the government on the implementation of the policy in schools. The following recommendation are made 1. There is a need for the responsible body of the government to conduct training on the policy to raise awareness of it among teachers in schools. 2. Follow up of the implementation should be done and communicated to education stakeholders, including teachers, to see challenges and finding collective ways to mitigate them.

Abstract: The purpose of this study was to explore strategies that could be used in the implementation of the Tanzania Education Policy on Discipline Management in Tanzania schools. In carrying out this study, mixed research approach was applied. Sampling was done using convenient, systematic and simple random sampling. Questionnaire and interview tools were used for collection of data. Analysis of data was done using Statistical Package for the Social Science (SPSS) and Atlas.Ti. Key findings of the study were that students were not being involved in the implementation of the policy and not educated about the policy and the necessary implementation strategies; teachers had not been given adequate training on the policy; parents were not being regularly updated about the progress of their children in schools and their behavior; teachers violated the stipulations of the corporal punishment policy and such teachers were not being punished; and school staff were not being involved in improving students’ behavior. It is recommended that government should be open to receive the support of various stakeholders so as to be able to scale-up a strong protection system that will enable ending the violence against children; the community in general and schools in particular should be empowered to be able to prevent all practices that jeopardize children’s rights; effective strategies and regulatory framework should be developed with a view to ending practices and approaches that compromise positive behavior management in learners. It is also recommended that government should launch a plan of action which focuses on ending all violence and harmful practices against children.