Authors : Mika Pelana; Dr. Bahiya Abdi; Dr. Gadi Koda

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/ykvckk5v

Scribd : https://tinyurl.com/mr48cpft

DOI : https://doi.org/10.38124/ijisrt/26jan274

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the Effectiveness of Role-Playing Field Training on Enhancing Policing Competencies among Recruits at Tanzania Police School in Moshi, Tanzania. The study was guided by Social Learning Theory (SLT) developed by Albert Bandura in 1977. The study employed a convergent research design and a mixed research method. The study targeted 3,020 recruits, 390 instructors, 4 operation commanders, 1 chief instructor, 1 adjutant, and 1 commandant, totaling 3,417 individuals from the Tanzania Police School. Both probability and non-probability sampling techniques were used to select 98 recruits were determined using Yamane’s formula (1967), 80 instructors were selected through proportional stratified sampling, and the 4 operation commanders, chief instructor, adjutant, and commandant were selected using purposive and total population sampling, resulting in a sample of 185 respondents. The study utilized questionnaires and interview guides for data collection. Two educational curriculum and instructions experts from Mwenge Catholic University validated the instruments. A pilot study was conducted in 1 training camp involving 10 recruits, 10 instructors, and 4 operation commanders, making a total of 24 participants. The questionnaire contained questions measured by likert scale whose reliability was measured using Cronbach's Alpha, which yielded a value of .887 for recruits and .934 training instructors. The trustworthiness of the interview guide was ensured through triangulation. Quantitative data were analysed using SPSS version 27. The quantitative data were expressed in terms of descriptive statistics (Means, Frequencies, and Percentages) while the qualitative data were subjected into thematic analysis. The study adhered to ethical considerations throughout the research process. The study found that implementation of roleplaying field training at the Tanzania Police School in Moshi highly enhances policing competencies among recruits, particularly by fostering practical skill application, interpersonal skills development, simulated reality-based scenarios, and structured instructor feedback. Despite its usefulness impact, the training’s effectiveness is constrained by inconsistencies in scenario realism, variable recruit engagement, and limited depth in certain interpersonal skills components. The study concludes that role-playing field training at the Tanzania Police School enhances policing competencies by providing simulated scenarios that promote interpersonal skills, practical application, and structured feedback. The training contributes to improved operational readiness, ethical decision-making, and community-oriented policing. However, its full potential of the training slowed down by inadequate training duration, inconsistent implementation and insufficient integration with real-world scenarios which hinder its overall effectiveness. The study recommends that the Tanzania Police School should practically integrate Virtual Reality (VR) technology into its curriculum by establishing a dedicated VR training lab where recruits engage in immersive, 360-degree simulations of critical policing scenarios such as crowd control, crisis negotiation, and emergency response.

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