The Role of Discipline Committees in Fostering a Conducive Learning Environment in Secondary Schools in Morogoro Municipal Council, Tanzania

This study investigates the role of discipline committees in fostering a conducive learning environment in secondary schools in Morogoro Municipal Council. The study adopted a pragmatic research philosophy and employed a mixed research design. The study targeted teachers, students, and school heads from selected secondary schools in Morogoro municipality. The sample size comprised 62 respondents, including 50 teachers, 10 students, and 2 school heads. Teachers were selected using a simple random sampling technique, while students and school heads were chosen through purposive sampling. Data collection methods included questionnaires, interviews, and focus group discussions. Validity and reliability were ensured through supervision advice and the Cronbach alpha method, with a resulting Cronbach alpha of 0.860 indicating internal consistency. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis. Ethical considerations were rigorously observed throughout the research process. The study concludes with a consensus among participants regarding the crucial role of discipline committees in fostering a positive learning atmosphere within Morogoro’s secondary schools. It highlights unanimous acknowledgment of these committees’ effectiveness in maintaining discipline, promoting favourable conduct, and creating a conducive environment for learning. Therefore, it is strongly recommended that Morogoro’s secondary schools continue to prioritize and support discipline committees, as they are instrumental in upholding discipline, nurturing desirable behaviour, and ultimately contributing to students’ academic success and well-being.