Extensiveness of Teacher Dismissal by Teachers Service Commission in Enhancing Discipline of Teachers in Public Secondary Schools in Moshi District

Abstract

This study explored the role of teacher dismissal in promoting discipline among teachers in public secondary schools in Moshi District, under the guidance of the Theory of Planned Behavior (1985). Using a convergent mixed methods design, the research targeted 65 schools, 65 heads of schools, 1,341 teachers, and 6 District Teachers’ Service Commission (TSC) members. From this population, 151 respondents were sampled, including 12 heads of schools, 134 teachers, and 5 TSC members. Sampling was done using probability (simple random and proportional stratified) and non-probability techniques (key informants). Data were collected using questionnaires for quantitative insights and interview guides for qualitative perspectives. Instruments’ validity was ensured by experts in the field of education (Planning and Administration) from Mwenge Catholic University. Pilot study included 1 public secondary school, 1 Head of School, 13 teachers and 1TSC member, totaling 15 respondents. Trustworthiness was ensured through peer debriefing and triangulation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analysed thematically. The involvement of the participants was preceded by signing of consent form, emphasizing the voluntary participation and the right to withdraw at any point without consequences. The study found that the dismissal of teachers to a moderate extent contributed to the enhancement of discipline in secondary schools. While dismissal employed by the Teachers’ Service Commission sends a strong signal, its effectiveness depends on fairness, communication, and consistency, and must be complemented by supportive strategies such as mentoring, professional development, and positive reinforcement. The study concludes that teacher dismissal by the Teachers Service Commission enhances professional discipline among teachers, serving as a strong regulatory mechanism. Its consequence is particularly to a high extent in aspects where fear of dismissal deters unprofessional behavior, motivates teachers to perform effectively, and reinforces accountability. The study recommends TSC to guide Heads of Schools to establish formal monitoring systems in schools, including scheduled classroom observations, weekly check ins, and documentation of infractions with follow up actions.