The Contribution of Heads of Schools' Ethical Modelling Practice on Students' Discipline and Responsible Behaviour in Private Secondary Schools in Morogoro Municipality, Tanzania

Abstract

This study examined the contribution of heads of schools' ethical modelling on promoting students' compliance with school rules and regulations in private secondary schools in Morogoro Municipality, Tanzania. More specifically, the present study investigated the relationship between the ethical practice of the leadership and discipline and the responsible behaviour of the students through the following focus areas: hard work, punctuality, fairness, respectful discipline and promotion of moral values. The Convergent research design under the Mixed Methods Research Approach study was based on the Instructional Leadership Theory. Surveys and data analysis were conducted for the data collection process. The data collected by survey questionnaires were analysed quantitatively with descriptive statistics. Meanwhile, data obtained through semi-structured interviews and documentary sources were analysed with thematic analysis. Results indicated that ethical modelling has a positive contribution to students' willingness to abide by school rules and regulations. The study found that leaders and staff set an example which consistently emphasised hard work, punctuality, fairness, professionalism and respect, leading students to develop self-discipline, responsibility and positive attitudes towards school rules. Teaching in guidance and counselling programmes, moral education activities and fair disciplinary practices helped to further reinforce students' responsible behaviours and trust in school leaders. Ethical values were also found to be included in the schools' policies, guidance and counselling programmes, staff meetings, and disciplinary procedures, as evidenced by documentary records. The study concluded that modelling is an effective instructional leadership technique in fostering students' discipline, and it is recommended that school leaders consistently model ethical behaviour, enhance their moral education and counselling programmes, and treat everyone fairly and with respect when enforcing school rules.