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The study examined the implications of students’ indiscipline cases for teachers’ work and their professional culture: a case of Rungwe district, Tanzania. The study was carried out at Rungwe district in Mbeya region. This study was purely qualitative with a case study design in which 31 participants participated. Of 31 participants, 23 were teachers, 4 discipline masters and 4 heads of schools. Participants were selected through purposive sampling techniques whereby the criteria were based on gender, teaching experiences and education qualifications. The data for the study were collected using focus group discussion, individual interviews, and documentary review. The study was underpinned by the Assertive theory. Thematic analysis was used to analyse the obtained data in which themes were created from the participants’ views and opinions. It was observed that sexual misconduct, mistrust, violence, dissatisfaction, discouragement, technological distraction, classroom interference and mistakes in judging, were most common indiscipline cases done by students at schools. Also, it was found that students’ disciplinary cases affected teachers as they were demoralized, blamed, condemned and pointed fingers at as incapable in their profession. Because of these, teachers were not ready to go early in the class, dodged periods, failed to meet their goals, as well as failed to improve their teaching career. It was concluded that, collaboration, patience, reinforcement, grouping, self-awareness and supervision were among the coping strategies used by teachers in dealing with students’ misbehaviour. On the basis of these findings, the study recommends the introduction of policies which both parents and community are involved in controlling students behaviours. Also, it is recommends that more efforts should be made on strengthening the guidance and counselling departments by employing qualified counsellors and having enough rooms for counselling. |
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