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This study focused on the influence of teachers’ behaviours on students’ dropouts. Specifically, the study examined teachers’ behaviours which influenced secondary school students’ dropouts and explored factors which cause teachers to behave in a way that result in students’ dropouts; but also explored the strategies undertaken to eliminate teachers’ behaviours that influence secondary students’ dropout. The study employed the humanistic theory by Abraham Maslow’s. Qualitative approach was utilized with descriptive case study design. Purposive sampling procedure was used to obtain 46 informants. The study was carried out in Mbogwe district in Geita region, involving three secondary schools. Focus group discussion, semi-structured interviews, observation and documentary review methods were employed in data collection. Data gathered were analysed thematically. The findings revealed that use of abusive language, corporal punishment, inattention in duties, heavy punishment related to manual works, teachers engagement in love affairs with students, incompetence of teachers in their subjects of specialization all influenced students to leave the school. Furthermore, findings asserted that there are factors which caused teachers to behave in way that results in students’ dropouts, including lack of motivation, students’ behaviours, poor school leadership, many responsibilities and unsatisfactory salaries. Additionally, abiding to the professional code of conduct, provision of motivation, strengthening guidance and counselling services to teachers were strategies undertaken to eliminate teachers’ behaviours which influenced students’ dropouts. It was recommended that among others, further research could be conducted to examine the effectiveness of the strategies used in eliminating teachers’ behaviours. |
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