RUAHA CATHOLIC UNIVERSITY

This study examined the contribution of Civics teachers’ teaching strategies on students’ discipline in secondary schools in Iringa Municipality. The study involved 50 students and 10 Civics subject teachers from five secondary schools. The study was underpinned by the constructivist paradigm whereby a qualitative research approach and a case study design were employed. The study applied a simple random sampling technique to identify students and purposive sampling was used to get teachers who taught Civics in schools. Data were collected through focus group discussions with students and an interview method was conducted with Civics subject teachers. Data were analysed by content analysis. The findings from this study revealed that teachers’ teaching strategies contributed to the creation of students’ conceptualization of moral and discipline issues. Students’ knowledge of moral issues contributed to the reduction of indiscipline cases. Furthermore, the teaching of Civics subject faced several challenges including the scarcity of trained Civics subject teachers. Therefore, the government of Tanzania should recruit trained Civics teachers, who will address the issues of students’ disciplines when teaching the subject.

Civics Subject, Teaching Strategies, Students’ Discipline