Vincent Baraka
St. Augustine University of Tanzania (SAUT), Arusha.
Email: vincentbaraka11@gmail.com

Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com

Abstract: This study investigated the contribution of Hidden Curriculum (HC) on the implementation of Formal Curriculum (FC) in public secondary schools. Specifically, the study investigated challenges that HC present in the implementation of FC and determined the opportunities presented by HC in supporting the effective implementation of the FC in public secondary schools. Social Learning Theory guided the study. Convergent mixed methods design was adopted. The target population included 2,051(1200 students, 817, teachers and 34 school heads) in 34 public secondary schools. Sample consisted of 212 respondents (120 students, 82 teachers and 10 school heads). Stratified and simple random sampling techniques were employed to select students and teachers while head of schools were purposively sampled. Questionnaires and interview guide helped in data collection. Validity was established through expert judgment whereas reliability was determined using Cronbach’s Coefficient Alpha method and reliability index, SQ; r=0.852 and TQ; r=0.846 were reported. Credibility of qualitative data was established through peer debriefing. Descriptive statistics was used to analyse quantitative data in the SPSS version 25 and results were presented in tables. Qualitative data were analyzed thematically alongside the research questions and presented in narrative forms. From the findings, teachers’ biased assessments based on gender stereotypes negatively affect students’ academic achievements and career prospects. In conclusion, the HC complements and reinforces the FC, leading to holistic student development and improved academic outcomes. The study recommends integrating HC elements into teacher training programmes to support students’ social and emotional development in order to enhance their academic performance.

Abstract: This study investigated the contribution of Hidden Curriculum (HC)on students’ discipline in public secondary schools in Kigoma District, Tanzania. Objectives were to; determine the effectiveness of aspects of HC on students’ discipline in public secondary schools and examine the strategies to enhance the effectiveness of HC on students’ discipline in public secondary schools in Kigoma District. Hidden Curriculum Theory guided the study. Convergent mixed methods design was adopted. Interview guide and questionnaires were used to collect data from 65 students, 25 teachers & 5 school administrators. Stratified & simple random sampling techniques were employed to select students & teachers while school administrators were purposively sampled. Validity was established through expert judgment. The reliability index, SQ; r=0.83 & TQ; r=0.61 for questionnaire were obtained. Quantitative data were analyzed using descriptive statistics in the SPSS. Results were presented in tables of frequencies and percentages. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings revealed aspects of HC such as teachers’ and parents’ dressing code, time management, self-drive, teamwork and public relations that influence students’ discipline. In conclusion, various strategies employed to enhance the effectiveness of HC on students’ discipline include encouraging students to imitate positive values from adults, guidance and counselling. The study recommends awareness among teachers that it is relatively easier for learners to pick up the manners and way of life of teachers and other actors in the school and internalise them better than even what is actually taught.