Efficacy of School Administration's Strategies for Protecting Children from Bullying Abuse in Public Secondary Schools in the Kilimanjaro Region, Tanzania

Abstract

This study examined the efficacy of school administrations' strategies for protecting children from bullying abuse in public secondary schools in the Kilimanjaro region, Tanzania. Guided by Bertalanffy’s Systems Theory (1968), the research examined the components of input, process, output, and structure within school systems. A convergent mixed-methods approach was employed to collect both quantitative and qualitative data from a sample of 427 participants, selected through stratified, purposive, and practical sampling techniques. Data collection involved questionnaires and interviews, with analysis conducted using descriptive statistics and ANOVA. All ethical issues were taken into consideration. The findings confirmed that bullying is a major concern, negatively impacting students’ academic and social development. Respondents suggested the establishment of anti-bullying clubs guided by teachers to empower students in addressing bullying. They also recommended incorporating forgiveness education programs to foster empathy, emotional awareness, conflict resolution, and respect among students, including those exhibiting harmful behaviours. The study concluded that there were no significant differences in teachers’ assessments of the effectiveness of bullying prevention strategies based on their experience. Recommendations included enhancing the implementation of current anti-bullying measures through improved oversight by the Ministry of Education, Science, and Technology. The study also advised regular in-service training for district education officers, school heads, and discipline personnel. Additionally, teacher training institutions should integrate child protection education into their curricula to better prepare future educators to apply anti-bullying strategies in both theory and practice.