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Conflict Management Strategies Used by Headteachers and Teachers of Primary Schools in Tanzania

Ntide P Dady*

Abstract

The thrust of this study was to investigate how conflicts are managed by headteachers and teachers of primary schools in Tanzania with a particular reference to Temeke Municipality.

Primary data was collected mainly through questionnaires from 11
headteachers and 11 teachers from 11 purposively sampled primary schools in
Temeke Municipality.

Overall, results of the study unveiled that conflicts exist in most of the studied primary schools; and conflicts were felt as both constructive and destructive by most headteachers, while most of teachers viewed them as unhealthy for the wellbeing of schools.

Respondents indicated that poor performance of both headteachers and teachers, differences in opinions among headteachers and teachers, management style of headteachers, differences in perceptions and favouritism are the main sources of conflicts that crop up between headteachers and teachers of primary schools.

The study concludes that in managing existing conflicts in primary schools, most headteachers tend to employ integrating strategy while teachers employ avoiding strategy.

The study recommends educating headteachers and teachers about conflicts management so that they can be well acquainted with knowledge and skills on how to diagnose conflicts at their nascent stages, and how to resolve them constructively.

Keywords

conflict management, heads of schools, primary schools, Tanzania

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