Authors : Dorothea Casmir Mlay; Peter Siamoo; Emmanuel Kileo

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/2wruc7d8

Scribd : https://tinyurl.com/yw5adbw5

DOI : https://doi.org/10.38124/ijisrt/25aug1478

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

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This study was aimed to investigate the extensiveness on students obedience with rules and regulations enhance learning process in public secondary schools in Moshi District, Tanzania. The social Control Theory, developed by Travis Hirschi in the late 1960s, guided this study. The study employed convergent research design under a mixed-method approach. The study targeted 63 public secondary schools, 63 heads of school, 63 discipline teachers, and 16,850 students and 1 District Secondary Education Officer (DSEO) resulted to a total of 16,977. Sampling techniques that was used in this study include; simple random sampling, purposive sampling, and proportional stratified random sampling techniques was used to select the respondents. The study used a sampled of 12 discipline teachers, 12 head teachers, 394 students and 1 District Education Officer, results of a total of 419 respondents. The research instruments for data collection included questionnaires for teachers and students, interview guides for head of school and District Education Officer. Two research experts specializing in educational planning and administration from Mwenge Catholic University validated the research instruments. A pilot study was conducted in one public primary school in Moshi District Council which consisted 32 students, 1 discipline teacher, and 1 head of school resulted to 34 respondents. The reliability of the Likert-type questionnaires was established using Cronbach’s Alpha coefficient, with values of .914 for questionnaire for students. The credibility of interview guide was ensured through triangulation techniques. Quantitative data were descriptively analysed into frequency, percentage, and mean through statistical Package for Social Sciences (SPSS) version 26 while qualitative data were thematically summarized. The study adhered to ethical considerations throughout the research process. Findings revealed that students acknowledged obedience to school rules and regulations as a significant factor in enhancing the learning process. Compliance was reported to promote life skills such as self-discipline, responsibility, and accountability, which are essential for academic success. Students indicated that following rules helps them stay focused on studies, manage time effectively, and maintain positive behavior in class. Additionally, a disciplined environment was seen to create a fair, safe, and respectful atmosphere that fosters positive teacher-student relationships. The study concluded that students’ obedience to school rules and regulations greatly enhances the learning process in public secondary schools. It recommended that parents actively support school rules by reinforcing values of respect, responsibility, and discipline at home, and maintain regular communication with schools to monitor their children’s behavior and academic progress.

Keywords : Extensiveness, Compliance with Rules and Regulations, Learning Process, Public Secondary Schools.

References :

1. Apriyanti, R., & Syahid, A. (2021). The impact of time management and discipline on students’ learning outcomes. Journal of Educational Research and Innovation, 7(3), 101–110.
2. Chen, M., & Hock, K. (2024). Exploring The Impact of Discipline in Students Learning Process. International Journal of Academic Research in Business and Social Sciences.
3. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (Sixth edition). SAGE.
4. Diniyah, A., Suhartono, T., & Mulyati, S. (2024). The role of teacher mastery of regulations in enhancing student discipline in schools. Journal of Educational Management and Leadership, 12(1), 45–56.
5. Hasifah, N. (2021). Student Discipline and Students’ learning achievement in Selected Secondary Schools in Lwengo Sub-County, Lwengo District. University of Kisubi.
6. Idris, H. (2023). The role of head teachers and supervisors in monitoring school rule obedience and its impact on academic performance. Journal of Educational Leadership and Management, 8(2), 52–61.
7. Khethiwe, D. (2023). Education and Social Inequality in Africa: Gender, Poverty, and Regional Disparities. Research and Advances in Education. 
8. Khudriyah, N. (2024). The influence of school rule implementation on students’ learning motivation. Journal of Educational Psychology and Research, 9(1), 23–34.
9. Kishimba, A. (2022). Educators’ Disciplinary Capabilities after the Banning of Corporal Punishment in Tanzania. South African journal of Education, 30,387-399.
10. Konstantinou, I., Chatzisavva, E., & Logotheti, S. (2022). The Role of School Discipline from the Students’ Point of View. World Journal of Educational Research. 
11. Luwumba, F., Lyamtane, E., & Muteti, C. (2022). Effectiveness of the Preventive Strateg Used by Heads of Schools in Improving Students Discipline in Public Secondary Schools in Moshi Municipality, Tanzania. British Journal of Education. https://doi.org/10.37745/bje.2013/vol10n11103120.
12. Mahfud N., (2024) The relationship between homework adherence and outcome in family-based cognitive-behavioral therapy for early-onset obsessive compulsive disorder. Journal of Obsessive-Compulsive and Related Disorders.
13. Matimba, H. (2023). Strategies Employed by Schools to Mitigate Pupil Indiscipline in Selected Secondary Schools of Choma District, Zambia. International journal of social science and education research studies. 
14. Murni, S., Hasanah, L., & Putra, R. (2024). The impact of school policies and character education on student behavior and learning outcomes. International Journal of Educational Development, 15(2), 88–97.
15. Nikolaidis, A., & Thompson, W. (2021). Breaking School Rules: The Permissibility of Student Disobedience in an Unjust Educational System. Harvard Educational         Review. https://doi.org/10.17763/1943-5045-91.2.204.
16. Purwanti & Vania, (2021) Classroom management: Applying appropriate strategies to enhance effective teaching. Journal of Foreign Language Teaching and Learning 6(1) DOI:10.18196/ftl.v6i1.10638
17. Putri, A., Nugroho, D., & Sari, M. (2023). The role of teachers in promoting mutual respect in basic education through classroom strategies. Journal of Educational Practice and Research, 11(1), 39–48.
18. Putri, G. A., Lia, I. K., Akrima, N. M., & Dinata, S. A. (2023). Strategi Guru dalam Menanamkan Sikap Saling Menghargai Peserta Didik di Sekolah Dasar. TSAQOFAH, 3(5), 748-759. https://doi.org/10.58578/tsaqofah.v3i5.1370
19. Santamaria, L. (2021). The role of school codes of conduct in preventing violence and fostering socio-emotional development. Journal of School Psychology and Education, 13(3), 112–124.
20. Upadhyay, A. (2022). The role of education in individual and societal development. International. Journal of Social and Educational Advancement, 15(4), 101-115.
21. Wanda, R., Hidayat, T., & Lestari, M. (2021). Building student character through discipline to enhance obedience to school regulations. Journal of Character Education and Development, 10(2), 67–76.