Extensiveness of Community Policing Mobilizing Strategy towards Improvement of Students’ Discipline in Public Secondary Schools in Moshi

Abstract

The study examined the extent to which community policing mobilizing strategy improves student discipline in public secondary schools in Moshi district council. Using a convergent design within a mixed-methods approach and guided by problem-oriented policing (POP) theory, the research targeted 61 heads of public secondary schools, 1059 students, 482 teachers, and 34 ward community police officers. The sample included 6 schools, 6 heads, 48 teachers, 106 students, and 4 police officers, selected through simple random and total population sampling. Data were collected via questionnaires for quantitative data and interview guides for qualitative data. The study ensured validity through expert review and tested reliability using Cronbach's alpha technique, whereby coefficients of r = 0.881 for teachers and r = 0.750 for students were obtained. Reliability for qualitative data was established through peer debriefing and triangulation.  Quantitative data were analyzed using frequencies, percentages, and means, and data were presented using tables, while qualitative data were analyzed through thematic development and presented in narrative form and direct quotations. Ethical principles such as research clearance, informed consent, confidentiality, and proper citations were strictly followed. The findings highlight that, to a considerable extent, community policing is a highly effective strategy in promoting student discipline and fostering a culture of respect, responsibility, and safety in schools. The study concluded that expanding community policing initiatives can, to a large extent, significantly improve student discipline, respect for authority, and the overall culture of safety and security in schools.