Contribution of Hidden Curriculum on Students’ Discipline in Public Secondary Schools in Kigoma District

Abstract

This study investigated the contribution of Hidden Curriculum (HC)on students’ discipline in public secondary schools in Kigoma District, Tanzania. Objectives were to; determine the effectiveness of aspects of HC on students’ discipline in public secondary schools and examine the strategies to enhance the effectiveness of HC on students’ discipline in public secondary schools in Kigoma District. Hidden Curriculum Theory guided the study. Convergent mixed methods design was adopted. Interview guide and questionnaires were used to collect data from 65 students, 25 teachers & 5 school administrators. Stratified & simple random sampling techniques were employed to select students & teachers while school administrators were purposively sampled. Validity was established through expert judgment. The reliability index, SQ; r=0.83 & TQ; r=0.61 for questionnaire were obtained. Quantitative data were analyzed using descriptive statistics in the SPSS. Results were presented in tables of frequencies and percentages. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings revealed aspects of HC such as teachers’ and parents’ dressing code, time management, self-drive, teamwork and public relations that influence students’ discipline. In conclusion, various strategies employed to enhance the effectiveness of HC on students’ discipline include encouraging students to imitate positive values from adults, guidance and counselling. The study recommends awareness among teachers that it is relatively easier for learners to pick up the manners and way of life of teachers and other actors in the school and internalise them better than even what is actually taught.