Browsing by Author "Malembo, Stella"

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    Sexual misconduct among male teachers and its effects on students’ learning in public secondary schools in Ilala municipality, Tanzania
    (University of Dar es Salaam, 2020) Malembo, Stella
    This study investigated sexual misconduct among male teachers and its effects on students’ learning in public secondary schools in Dar es Salaam, Tanzania. The specific objectives of the study were to: examine sexual misconduct of male teachers in secondary schools; identify the causes of sexual misconduct among male teachers and their effects on students’ learning; and examine the stakeholders’ views on measures to curb teachers’ sexual misconduct. The study employed qualitative research approach in which case study design was employed. The sample of study comprised 74 respondents, who involved students, teachers, school heads, education officer, Ward education coordinators, and an Assistant Secretary from Teachers Service Commission. Quota and purposive sampling techniques were used to select participants. The methods for data collection were interview, focus group discussion and documentary review. Data trustworthiness was ensured using the four criteria established by Lincoln and Guba (1989) namely; credibility, dependability, transferability and conformability. Data were analysed by means of content analysis. Findings indicated that the common types of teachers’ sexual misconduct practiced in secondary schools were rape, sexual harassment, sexual assault, sexual exploitation and sexual abuse. Weak disciplinary management at schools, lack of ethics and morals among teachers, misbehavior among the students, teachers’ belief that female students are free from HIV/AIDS, teachers’ avoidance of financial costs and students’ poor family background were pointed as the causes of male teachers’ sexual misconducts. Psychological problems, poor concentration and performance in studies, students’ indiscipline, pregnancy and dropout and differential treatment of students on the other hand were identified as the effects of teachers’ sexual misconduct with students. As means of arresting the situation, regular in-service training, enforcement of existing laws, establishing gender desks and sexuality educational campaigns were highlighted as solutions to curb sexual misconduct among teachers. Based on the findings, it was concluded that there was limited understanding of the types of sexual misconduct in the studied area, hence calling for mentorship program by the Ministry of Education Science and Technology and a need for a close cooperation between the judiciary, the police force and TSC in enforcing the existing laws. It was recommended that future study should undertake a comparative study on sexual misconduct among male teachers and its effects on students’ learning between government and private secondary schools.
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    Sexual misconduct among male teachers and its effects on students’ learning in public secondary schools in Ilala municipality, Tanzania
    (University of Dar es salaam, 2020) Malembo, Stella
    This study investigated sexual misconduct among male teachers and its effects on students’ learning in public secondary schools in Dar es Salaam, Tanzania. The specific objectives of the study were to: examine sexual misconduct of male teachers in secondary schools; identify the causes of sexual misconduct among male teachers and their effects on students’ learning; and examine the stakeholders’ views on measures to curb teachers’ sexual misconduct. The study employed qualitative research approach in which case study design was employed. The sample of study comprised 74 respondents, who involved students, teachers, school heads, education officer, Ward education coordinators, and an Assistant Secretary from Teachers Service Commission. Quota and purposive sampling techniques were used to select participants. The methods for data collection were interview, focus group discussion and documentary review. Data trustworthiness was ensured using the four criteria established by Lincoln and Guba (1989) namely; credibility, dependability, transferability and conformability. Data were analysed by means of content analysis. Findings indicated that the common types of teachers’ sexual misconduct practiced in secondary schools were rape, sexual harassment, sexual assault, sexual exploitation and sexual abuse. Weak disciplinary management at schools, lack of ethics and morals among teachers, misbehavior among the students, teachers’ belief that female students are free from HIV/AIDS, teachers’ avoidance of financial costs and students’ poor family background were pointed as the causes of male teachers’ sexual misconducts. Psychological problems, poor concentration and performance in studies, students’ indiscipline, pregnancy and dropout and differential treatment of students on the other hand were identified as the effects of teachers’ sexual misconduct with students. As means of arresting the situation, regular in-service training, enforcement of existing laws, establishing gender desks and sexuality educational campaigns were highlighted as solutions to curb sexual misconduct among teachers. Based on the findings, it was concluded that there was limited understanding of the types of sexual misconduct in the studied area, hence calling for mentorship program by the Ministry of Education Science and Technology and a need for a close cooperation between the judiciary, the police force and TSC in enforcing the existing laws. It was recommended that future study should undertake a comparative study on sexual misconduct among male teachers and its effects on students’ learning between government and private secondary schools.