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p-Index From 2021 - 2026
0.444
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All Journal Journal of Education and Teacher Training Innovation (JETTI)
Mugisha, Georgina
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Education

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The Role of School Leadership in Mitigating Undesirable Behavioral Changes Caused by The Use of social media Among Students in Public Secondary Schools Moshi, Jeniva Israel; Mugisha, Georgina; Ndomba, Raymond
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.246

Abstract

This study explored the role of school leadership in mitigating undesirable behavioural changes caused by students’ use of social media in public secondary schools in Ubungo Municipality, Dar es Salaam. Guided by Bandura’s Social Learning Theory, the study employed a qualitative research approach and a case study design involving 72 participants, including heads of schools, teachers, and students. Data were collected through semi-structured interviews and focus group discussions and analysed thematically. The findings revealed that excessive and unregulated use of platforms such as WhatsApp, TikTok, and Instagram contributed to behavioural challenges such as cyberbullying, academic distraction, inappropriate content sharing, and poor time management among students. School leaders mitigated these challenges through several strategies: counselling and psychosocial support, digital literacy and awareness campaigns, teachers’ involvement and monitoring, parental engagement, reinforcement of positive behaviour, capacity building for teachers, and development and enforcement of digital behaviour policies. These interventions promoted responsible digital engagement, strengthened online self-regulation, and enhanced students’ emotional and social well-being. The study concludes that effective and proactive school leadership is crucial in guiding students toward ethical and productive social media use. It recommends strengthening leadership capacity, digital citizenship education, parental-school collaboration, and continuous monitoring to foster safer and more responsible digital environments in Tanzanian secondary schools.
Assessing Implementation of Teacher Code of Conduct in Enhancing Teachers’ Professionalism in Mkuranga District, Tanzania Mtomaye, Asina Bakari; Mugisha, Georgina; Ndomba, Raymond
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/1vyfx583

Abstract

This study investigated the implementation of the Teacher Code of Conduct in public primary schools in Mkuranga District, Tanzania, addressing the critical gap between policy and practice. Despite a robust national framework and high teacher awareness, professional misconduct persists due to weak enforcement mechanisms. Employing a sequential mixed-methods design, the study collected qualitative data through interviews and focus group discussions with educators and parents, which informed a subsequent quantitative survey of teachers. Findings revealed a strong theoretical commitment to professional ethics among teachers (87.5% agreement), but qualitative evidence exposed inconsistent application, often attributed to a lack of ongoing training, mentorship, and safe reporting channels. The study concludes that awareness alone is insufficient without structured reinforcement. Grounded in Social Learning Theory, it recommends institutionalizing mandatory refresher training, case-based mentorship, and integrating code adherence into performance appraisals to foster a culture where ethical standards are consistently modeled, reinforced, and internalized.
Co-Authors Moshi, Jeniva Israel Mtomaye, Asina Bakari Ndomba, Raymond