UNIVERSITY OF DAR ES SALAAM

SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND

CURRICULUM STUDIES
COURSE CODE: EF 303
COURSE NAME: PROFESSIONALISM AND ETHICS IN EDUCATION
COURSE COORDINATOR: DR. JOSEPH PESAMBILI
GROUP 188 MEMBERS
NO NAME REG NO D.PROGRA CONTACT SIGN
M
01 ANICETH JOSEPH MAHANDE 2022-04-05702 BAed COHU 0620170373
02 MSOFE IBRAHIM MAJID 2018-04-07282 BAed COHU 0625485751
03 SONGE JANETH PAUL 2022-04-12629 BAed COHU 0766677769
04 HAMISI ABDALLAH 2022-04-02297 BAed COHU 0686176215
05 JOSEPH GOODLUCK MGONJA 2022-04-07324 BAed COHU 0756893323
06 REHEMA ELIBARIKI NASSARI 2022-04-09911 BAed COHU 0759814108
07 DUWE AGAPE ELETELIUS 2022-04-01648 BAed COHU 0623747447
08 MOLLEL JOYCE RENYI 2022-04-08176 BAed COHU 0617357358
09 ZUMBA LOVENESS NYANGA 2022-04-13557 BAed COHU 0612673521
10 SAM WITNESS ENEZA 2022-04-11119 BAed COHU 0762427353

QUESTIONS
4. Drawing on Kohlberg's stages of moral development and your own reflections:
a) Using at least four (4) points, critically assess how your current stage of moral
development
might influence your interpretation and handling of student discipline issues in secondary
school contexts.
b) Considering the diverse backgrounds and developmental levels likely present in a
Tanzanian classroom, analyze six (6) specific, justifiable, and practical strategies you would
consciously employ in your classroom not only to manage behavior ethically but also to foster
higher stages of moral reasoning among your students.
A.
Moral development can be defined as the process by which people develop the distinction
between right and wrong and engage in reasoning between the two said aspects. Lawrence
Kohlberg is the American psychologist who developed the theory on the moral dimensions, he
modified the work that was once brought up by the psychologist named Jean Piaget’s who
proposed that moral development is a continual process that occurs throughout the life span of
a human being. Kohlberg identified three levels of moral development which are Pre
conventional morality stage which ranges from the age of 0 to 9 years of age, Conventional
morality stage which ranges from early adolescence to adulthood and the last one is
Postconventional morality stage which is found in most adults and its rare. When our
interpretation of discipline is influenced by the conventional stage of moral development, our
approach will be centered around promoting order, respecting authority, and aligning with
shared social expectations. This stage of reasoning, as proposed by Lawrence Kohlberg,
reflects a mindset where rules are valued because they help maintain stability and allow
institutions like schools to function effectively. The following are four points that show how
our conventional morality would influence us to interpret different disciplinary issues in
secondary school’s contexts.
Interpret discipline as a means of reinforcing acceptable behavior and ensuring that
students fulfill their expected roles. For example, I would see it as crucial that all learners
comply with school rules, such as punctuality, proper uniform, and respectful communication.
In this view, rules are not to be questioned but followed for the benefit of the group. When a
student disobeys, my immediate concern would not be the underlying cause but the fact that a
norm has been broken. Discipline, therefore, would serve as a reminder of the importance of
behaving in ways that align with what is considered right in the school setting.
Place high priority on students following school rules. Any form of misbehavior would be
viewed as a disruption to the order that allows the school environment to function smoothly.
Rather than focusing on the individual reasons behind a student’s actions, my attention would
be to reinforce the importance of obeying set guidelines. Discipline, in this case, would be used
not just to correct the behavior but also to remind students of their responsibility to follow the
same standards as everyone else.
Focus more on group expectations and conformities; I would consider how a student’s
actions affect the classroom as a collective unit. In this stage of moral thinking, maintaining
group harmony is an essential value to me as an educator or mentor. For instance, if a student
disrupted a lesson by making noise or refusing to participate, I would not only see this as
disrespect to me as a teacher but also as harmful to the learning of their peers. I will respond
by reminding the students of their responsibility to the group and encouraging them to consider
how their behavior impacts others. This will promote conformity but also instill a sense of
belonging and shared accountability.
 I would have the good boy/good girl complex; my decisions around discipline would be
strongly influenced by the desire to be seen as a caring, responsible, and respectable teacher
not only by my students but also by fellow staff members, school leadership, and even parents.
Maintaining a positive image would shape how I interpret student behavior and how I respond
to them. For instance, I might handle a case of misconduct by referring the student to higher
authorities like the disciple master or by giving the students a formal punishment that aligns
with school policy even when a more understanding or flexible approach might have been more
effective so as to ensure that my actions are seen as professional and responsible.
All in all, interpreting and managing discipline through the lens of conventional morality
leads to a structured and a rules-based systematic approach as this method helps in maintaining
order and reinforcing cultural values of respect and obedience, it also needs to be balanced with
empathy and critical thinking to help students move toward higher levels of moral development.
Especially in most Tanzanian secondary schools, where diversity and traditional respect for
authority are strong. This approach can be effective only when combined with practices that
also encourage students to reflect on the reasons behind the rules they follow.
B.
In every society, education is considered a powerful tool for shaping the future of
individuals and communities. In Tanzania, as in many parts of the world, teachers hold a central
position in the education system, not only as providers of academic knowledge but also as key
agents of moral and behavioral development. With the increasing societal challenges facing
today’s youth ranging from indiscipline to moral decay, it becomes crucial to examine how
teachers can ethically influence and develop their students’ behavior and moral character. The
classroom, as a miniature society, presents numerous opportunities for moral education. This
essay explores various ways teachers in Tanzanian schools can ethically develop student
behavior and moral values while fulfilling their educational roles.
Leading by Example or Reflective Role modeling: Role modeling has deeper implications
than simply setting a good example. It forms the foundation of unspoken or implicit values and
expectations that students pick up through the school culture. This is said so as behavior is
learned through observation and imitation as actions speak louder than their word. In Tanzanian
schools, where some students may have limited parental guidance, the influence of a morally
upright teacher can shape life-long values. Teachers are among the most visible and influential
figures in students' daily lives, especially in primary and secondary school settings. When a
teacher consistently demonstrates honesty, punctuality, respect, humility, and fairness, students
are more likely to internalize and imitate these behaviors and moral values making it more
likely and easier to make principled decisions independently. It is through observing a teacher’s
everyday actions such as treating all students fairly, keeping promises, dressing modestly and
in a smart way, and speaking respectfully that students grasp the practical meaning of good
morals conduct.
Creating a Respectful and Supportive Learning Environment: Another ethical method
teachers can use is establishing a classroom environment that promotes respect, cooperation,
and inclusion. A respectful and inclusive classroom fosters mutual understanding and supports
moral growth. When students feel safe, respected, and valued, they are more likely to treat
others with similar consideration. A teacher who encourages dialogue, listens to students’
opinions, and discourages discrimination and bullying fosters an environment where positive
behavior is modeled and reinforced. Establishing clear classroom rules in collaboration with
students also helps build a sense of shared responsibility. When students are involved in setting
the behavioral expectations of the class, they feel a sense of ownership and accountability. This
participatory approach does not only teach responsibility but also nurtures democratic values
and mutual respect, essential components of moral growth.
Incorporating Moral Education into the Curriculum: While the Tanzanian curriculum
includes subjects like Civics and Moral Education, teachers have unique opportunity to
integrate moral lessons across all subjects. Through grounding moral lessons in local context,
subjects and culture, teachers make them more relatable and effective. As Nyerere once said
education in Tanzania should aim at building characters and social responsibilities not merely
imparting academic skills. For instance, a literature teacher can engage students in studying
and analyzing characters’ moral choices in a novel, play or poem. Science teachers can also
encourage students to engage in discussions on ethical issues like environmental protection or
the effects of the use of technology on both the positive side and the negative. Teachers can
also make use of Tanzanian proverbs, stories, and cultural practices that carry deep moral
lessons as incorporating elements from diverse cultural background and experiences, values
and perspectives of the students makes the contents more meaningful and helps them avoid
biasness in the future. For example, I can use folktales that illustrate virtues such as patience,
kindness, and hard work into language classes or even as part of co-curricular activities for my
students to gain a broadened view of different human values.
Encouraging Critical Thinking and Ethical Reasoning: Teachers can further support
students' moral development by creating opportunities for them to engage in ethical reasoning.
Students develop stronger moral reasoning when they are encouraged to reflect on their ethical
or surrounding dilemmas. Instead of merely telling students what is right or wrong, they should
encourage them to think critically about moral dilemmas. For example, discussing case studies
or real-life situations where individuals had to make difficult moral decisions allows students
to weigh consequences, consider various perspectives, and understand the rationale behind
ethical behavior. In Tanzanian schools, where memorization often takes precedence over
reflective learning, this approach can be transformative. Encouraging students to ask questions
like “Why is this wrong?” or “What would happen if everyone acted this way?” helps cultivate
moral reasoning and empathy, two key ingredients of ethical maturity.
Promoting group work with shared responsibility: this is one amongst the strategies we
will use as it can significantly foster student moral development by promoting teamwork
communication and empathy. Engaging in group work encourages students to consider
different perspectives and learn from each other and develop a sense of shared responsibilities.
Also, through teamwork students are engaging with classmates from different backgrounds
helping, sharing, making friendships encourage the act of kindness. For example, charity work
or helping within themselves can create a sense of community hood within a classroom, where
students feel valued, supported and connected. Promoting group work or teamwork is possible
through the formation of voluntary club activities, for example Malihai Club, Roots and Shoots,
Protection of Human Rights and Anti-Corruption Club and Scout Club. These may impact on
moral values like solidarity, self-reliance, courage, awareness and respect for human rights that
lead some students to become good leaders within their clubs and others imitate their ways. So,
teachers can promote teamwork with shared responsibilities to foster and managing student
moral development.
Promoting Positive Reinforcement and Recognition of Good Behavior: The word
reinforcement have been defined by various scholars for instance B.F skinner 1953 to him he
defined the word as any stimulus or event that increase the likelihood of behavior recurring
when it follows that behavior, also reinforcement can be positive, or negative. Students grow
emotionally when their good behavior and moral actions are observed. Teachers need to
ethically reinforce positive behavior through praise, encouragement, and sometimes small gifts.
For example, recognizing and acknowledge students who help others, recognizing and
acknowledging students who speak respectfully, or recognizing and acknowledging students
who show responsibility during class activities can motivate other students to behave similarly.
Importantly, the reinforcement provided by the teachers must also be consistent and fair so as
to avoid any ambiguity and favoritism towards the students, since it can undermine the moral
lessons being taught. Praises should be specific towards identifying exactly what the student
did well so that others can learn and understand the value of the action. For example, saying
“You showed integrity and humility by admitting your actions” is more impactful than a simply
saying “Good job.”
Implementing a Fair, Democratic and Constructive Disciplined Classroom: Teachers need
to adopt disciplinary measures that are fair, consistent, and educational rather than inflicting
pain, as discipline is a necessary part of behavior management, but how it is implemented
greatly affects its ethical value. In Tanzanian schools, the use of corporal punishment has been
debated, and many education stakeholders now advocate for non-violent, positive discipline
methods. Methods such as assigning students with non-abusive physical tasks and restorative
justice can be the answer to it all, where students are guided to understand the harm caused by
their behavior and take steps to make amends, can prove to be more effective in building long-
term moral understanding between the students and the teachers. For example, if a student
fights with another student, instead of merely punishing them, the teacher could guide a process
where the student reflects on their actions, apologizes, and engages in a constructive activity
with the victim. This approach not only corrects behavior but instills moral awareness.
Generally, Teachers in Tanzanian schools have a unique and ethical responsibility not only
to teach academic content but also to shape the moral character and behavior of their students.
Through intentional and principled action, the Tanzanian education system can foster a
generation of responsible, ethical, and compassionate individuals as all of this can be made
possible through strategizing processes and activities in school at the same time acting as role
models, creating respectful learning environments, integrating moral lessons into everyday
teaching, encouraging critical thinking, using positive reinforcement, applying fair discipline,
and promoting community engagement, teachers can influence students profoundly and
positively. As future leaders and citizens, students need more than just knowledge provided in
the classroom environment, they also need a strong moral stand hence the reason teachers need
to continue embracing their roles not just as educators but also as ethical and moral mentors.
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