This study examines the impact of secondary school students’ protective disciplinary laws and regulations on teachers and students’ relationship at the expense of teachers’ position in managing students’ discipline. The study interviewed secondary school teachers and students, and the University of Dodoma (UDOM) lecturers and students at its College of Education. A total of 50 informants were purposively selected for the study. Focus Group Discussion, face-to-face and mobile phone interviews were used to collect the data from the informants. Data were analyzed by using thematic analysis. The findings revealed that more legal protection on students’ welfare increases their rate of misbehaviour and deters teachers’ autonomy in managing the students’ discipline in and outside classrooms. It was further revealed that such students’ much protection has become their umbrella against punishment by teachers. Basing on its findings, this study recommends that the students’ protective laws and regulations should not deter and devalue the positional autonomy of teachers in undertaking their responsibilities. There is a need to establish mechanisms and guidelines which clearly stipulate the scope of the position of teachers in discipline management with immediacy particularly when students react and abuse teachers since currently the laws are silent.
This study examines the impact of secondary school students’ protective disciplinary laws and regulations on teachers and students’ relationship at the expense of teachers’ position in managing students’ discipline. The study interviewed secondary school teachers and students, and the University of Dodoma (UDOM) lecturers and students at its College of Education. A total of 50 informants were purposively selected for the study. Focus Group Discussion, face-to-face and mobile phone interviews were used to collect the data from the informants. Data were analyzed by using thematic analysis. The findings revealed that more legal protection on students’ welfare increases their rate of misbehaviour and deters teachers’ autonomy in managing the students’ discipline in and outside classrooms. It was further revealed that such students’ much protection has become their umbrella against punishment by teachers. Basing on its findings, this study recommends that the students’ protective laws and regulations should not deter and devalue the positional autonomy of teachers in undertaking their responsibilities. There is a need to establish mechanisms and guidelines which clearly stipulate the scope of the position of teachers in discipline management with immediacy particularly when students react and abuse teachers since currently the laws are silent.