Journal of Education, Humanities and Sciences, Volume 4 No. 2, 2015: 35–47
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
1. Background and Rationale
In Tanzania, like elsewhere across the world, academic institutions have been subjected
to repeated incidences of conflicts and disputes in their day-to-day functioning
(Armstrong, 2009; Dowling et al., 2008; Mosha, 2010; Msila, 2012). It is almost
undeniable that such a variety of conflicts tend to be ignited by the nature of conflicts
itself in relation to the nature of schools. This is due to the fact that whenever there is
human interaction, there is a strong likelihood of being personal likes and dislikes
(Ghaffar, 2008). As a result, conflicts are almost unavoidable in schools as their daily
functioning significantly depends on the presence of and interactions among and
between learners, teachers, non-teaching personnel, managers, parents and other
education stakeholders. This notwithstanding, the nature and types of conflicts that
occur in school settings tend to vary from one school to another, but in most cases
they entail student misunderstandings between or among each other, teachers fiercely
opposing or resenting allocation of duties and resources, parents disagreeing on how a
school should be set up, etc. (Cahir, et al., 2001).
*
Assistant Lecturer, Mwalimu Nyerere Memorial Academy, [email protected]
Ntide P. Dady
Previous studies on conflicts in schools have revealed that most have been fuelled by
limited resources, inter-dependent work activities, differentiation of activities,
communication problems, differences in perceptions and the environment in which the
schools are set up or in which they carry out the various functions and roles (Gray &
Starke, 2012). Not only that but also conflicts can also arise from a number of other
sources and circumstances, such as opposing positions on a matter, competitive
tensions, power struggles, ego clashes, pride, jealousy, performance discrepancies,
compensation issues, or even due to just someone having a bad day or a series of
unhappy occurrences (Griffin, 2012). Having a closer look at a list of causes of conflicts
in schools, it seems that anything can generate conflicts in schools.
Some scholars hold that conflicts can be positive in working organizations (Flippo,
1980; Anderson, 2009; Winfield, 2010; Griffin, 2012; Moore, 2012). Flippo (1980), for
example, opined that having an organization with a total absence of conflicts would be
unbelievable, boring, and a strong indication that conflicts is being suppressed. On his
part, Griffin (2012) put forward that conflicts motivate team and organizational
performance, and considered this as ‘functional conflict’. In the opposite direction,
conflicts in working organizations can be negative and disruptive. Parker (1974) argued
that if conflicts arise and are not managed properly, they will lead to delays of work,
disinterest and lack of action and, in extreme cases, they could lead to a complete
breakdown of a group. Newstorm and Davis (2002) stated that unresolved conflicts
cause decline in cooperation and team work, with individuals feeling a sense of defeat;
and it can also result into the self-image of others declining to levels of personal stress.
In Africa, conflicts in schools have frequently been reported to cultivate a mess,
disharmony, and to adversely impede the development of schools. Among examples of
conflicts and the attendant chaos is the Sharpeville massacre of 1960 that affected a large
number of students in South Africa, which resulted into many students losing their lives.
The massacre was a result of racial conflicts and prejudice in an apartheid regime, which
occasioned serious schisms in schools as well as across the society in general (Wanyande,
1990). Similarly, in 1976, students in South Africa organized a protest—through the Black
Consciousness Movement—against the introduction of Afrikaans as a language of school
instruction (ibid.). Ndu (2000) reported from Nigeria that educational institutions were in
severe conflicts in 1972-1979 and 1990 to the extent that soldiers were used in schools to
assist in monitoring and controlling students’ behaviour. The latest frenzy connected with
a series of school-burning incidents in Kenya over the last two to three years adds further
to the concerns about conflicts in schools.1 All this makes the subject of conflict worthy of
systematic investigation.
A review of literature shows that only a few empirical studies in Tanzania have
specifically addressed conflict management, particularly in educational settings. This
indicates that this aspect of conflict management has been neglected. As a result,
1
For instance, read on the latest burning of more than 100 schools in Kenya at http://www.voanews.com/
content/kenya-school-fires-exams/3441420.html (accessed July 31, 2016); http://www.dailymail.co.uk/ news/
article-33413/58-children-die-Kenyan-school-fire.html (accessed July 31, 2016).
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Conflict Management Strategies Used by Headteachers and Teachers
conflict management in schools has more often appeared as a topic only in newspapers
and blogs. For example, Mwananchi of 22nd April 2015 reported that a student had died
after being canned by teachers. Also has been one teacher from Kiteto District was
arrested following severely punishing a Form II student after failing one of his
examinations. Some of the parents who were angered by the tragedy marched to the
police station calling for legal action.
Some studies have addressed the problem of conflicts at different levels in Tanzania.
Among these include those by Mosha (1994), Mbwette and Ishumi (1996) and Sambo
(1997), which have focused on the management of conflicts in higher education in
Tanzania. A study by Towo (2013) focused on the management of conflicts in teachers
colleges, while that of Machibula (2011) focused on the management of conflicts in
secondary schools. However, to date there is an apparent dearth of scholarly
information on how conflicts are managed in primary schools in Tanzania. This is what
prompted this study to investigate how conflicts are managed by teachers and
headteachers in primary schools in Tanzania.
In the light of the background and rationale for carrying out this study, this study
sought to address the question: How do headteachers and teachers of primary schools
in Tanzania resolve conflicts that arise in their schools? In order to seek answers to the
question, the research sought to investigate and find answers to the following three
sub-questions: (i) To what extent do conflicts exist in primary schools and how are they
perceived? (ii) What are the major sources of conflicts in primary schools? (iii) What
strategies are employed in managing conflicts in primary schools?
2. Methodology
2.1 Research Approach
As mentioned earlier, the main purpose of this study was to investigate how conflicts
are managed by headteachers and teachers of primary schools in Tanzania through
drawing cases from the Temeke Municipality, in Dar es Salaam region. The research
employed mixed methods for collecting and analysing the data so as to unveil answers
to the questions posed, A quantitative research approach was employed specifically in
the collection of data that through closed-ended questions. Also the approach was
applied in reporting the information gathered, using a computation of various
frequencies that related to respondent’s information. Together with the quantitative
approach, the study also employed a qualitative approach to collect and interpret data,
which describes events and experiences without the use of numeric data. The approach
was employed with the intention of comprehending participants’ perceptions towards
strategies used by headteachers and teachers in resolving that occurs in their schools.
Creswell (2009) and Fraenkel and Wallen (2008) endorse the application of both
qualitative and quantitative methods in a single study as it increases the overall strength
of a study when compared to using only one of the two methods. Moreover, Creswell
(2009) argues that the utilization of this approach broadens the understanding of the
issue being studied, which partly explains why there has recently been an increasing
interest in the mixed methods research inquiry.
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Ntide P. Dady
2.2 Research Design
The research carried out was an exploratory case study of how conflicts are managed by
headteachers and teachers. Principally, when a study has why and how questions, then
the preferred design is explanatory case study and experiments. Also, when a study has
who and where questions, then the preferred design is descriptive case study or
histories; and when a study has what question then the preferred design is exploratory
case study design (Yin, 2003). Basing on Yin (ibid.) this study falls under the exploratory
case study design because it soughtto answer three ‘what’ questions which are: (i) To
what extent do conflicts exist in primary schools and how are they perceived? (ii) What
are the major sources of conflicts in primary schools? (iii) What strategies are employed
in managing conflicts in primary schools?
Further to that, Mayer and Greenwood (1980) recommends employing exploratory case
study design in studying problems that are under-researched. As said earlier, few studies
have been conducted to study how conflicts are managed in educational settings in
Tanzania.
2.3 Population and Sample
The subjects of the study were teachers and headteachers of public primary schools in
Temeke Municipality, one of the three municipalities in Dar es Salaam region, Tanzania.
At the time of carrying out this study, there were 124 public primary schools in Temeke
Municipality out of which 11(10%) public primary schools were purposively selected by
considering that 10-20% was recommended as an adequate percentage of samples for
that population(Natasha et al, 2005).
Okotoni and Okotoni (2003) argue that a purposive sample can be obtained when a
researcher utilizes his/her expert knowledge and skills based on the available
information to choose a study sample. In this study, the main criteria used in
purposively selecting the 11 primary schools were: (i) primary schoolwitha
headteacherswho had stayed in the schools for at least one year as aheadteacher or
assistant headteacher; and (ii) the proximity of a school to the researcher.
Further to that, the study also involved one teacher from each of 11 selected primary
schools. The selection of one teacher from each sampled school was informedby simple
random technique. By using this technique, the researcher consulted documents that
comprises list of all teachers in each school and selecting a teacher whose name appear
in number four from a list of teachers.
2.4 Collection and Analysis of the Data
This study collected both qualitative and quantitative data. Qualitative data were
collected by using questionnaires which comprised of open-ended questions. On other
hand, the same questionnaires were used to collect quantitative data through closeended questions.
In relation to qualitative data, the researcher carefully read all collected information,
then analysed it using the thematic analytic method, which is commonly used for
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Conflict Management Strategies Used by Headteachers and Teachers
analysing qualitative data (Roulston, 2001). Thematic analysis was employed whenever
the researcher identified themes that emerged from the analysis of collected data as
suggested by Minichiello et al. (2008). This was done by coding which is an important
step in data analysis (Saldana, 2009). After establishing coding themes from the raw
data, several categories and sub-categories emerged under each coding themes. These
sub-categories were later grouped together to make a summary of meaningful
statements.
On the other hand, quantitative data were reduced by simple descriptive statistics by
using the computer Software Package for the Statistical Studies (SPSS) programme
version 17. Frequency distributions were used to describe the shape of the distribution
through tables, bar charts and percentages. As Muijs and Lindsay (2008) recommend,
the best way of looking at occurrences, for example how many participants have
responded, is by looking at frequency distribution tables.
2.5 Ethical Consideration
In carrying out a research, it is important to protect human rights and the privacy of
respondents from being infringed (Miller & Brewer, 2003). The researcher also
ensured that the participation of respondents was voluntary during the actual data
collection processes; including their anonymity and confidentiality of the information
received. Mugenda and Mugenda (1999) asserted that respondents should be
protected by keeping the information given confidential, especially if confidentiality
has been promised.
3. Findings
The presentation and analysis of findings are organized according to the research
objectives and questions that guided this study. Findings are also discussed in the light
of existing related literature.
3.1 Existence of Conflicts and How Teachers and Headteachers Perceive It
As mentioned earlier, the first objective of this study was to find out the existence of
conflicts in primary schools and how teachers and headteachers perceive them. To
achieve this objective, two sub-questions were constructed. The first was: does conflicts
exists in your school? In order to unveil responses on this sub-question, headteachers
and teachers were requested to respond to the question by agreeing (Yes) or
disagreeing (No) if conflicts exist in their primary schools.
This question was answered by 22 respondents, of whom 11 were headteachers of
primary schools and 11 were teachers of primary schools. From the responses, all 11
headteachers agreed that conflicts exist, whereas 9 teachers out of 11 teachers agreed
that conflicts did exist in their schools. On the other hand, 2 teachers out of 11
disagreed that conflicts exist in their schools. These findings are summarized and
presented in Fig. 1.
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Ntide P. Dady
12
10
8
6
4
2
0
Heads of schools
Agree
11
Disagree
0
No response
0
9
2
0
Teachers
Figure 1: Headteachers and Teachers’ Responses on the Awareness of Conflicts in Schools
From the findings it is evident that conflicts exist in most of primary schools in Temeke
Municipality as reported by a majority of the respondent headteachers and teachers in
the schools. This finding is in line with the opinion of Ghaffar (2008) that conflicts are
almost unavoidable in schools as their daily functioning significantly depends on the
presence and interactions among and between learners, teachers, non-teaching
personnel, managers, parents and other education stakeholders.
The second sub-question was: how do you, as teachers and headteachers, perceive
conflicts that exist in your schools? To answer this question, all 11 heads teachers and 9
teachers who agreed that conflicts exist in their schools in the first sub-question were
asked to give their views on whether they regarded those conflicts as being positive
(constructive) or negative (deconstructive) in their schools. The aim was to reveal the
perceptions of headteachers and teachers whether they regard conflicts as positive
(constructive), and therefore necessary for sustainable development of their schools; or
negative (deconstructive) and therefore should be avoided for the wellbeing of their
schools. The details of their responses are summarized and presented in Fig. 2.
7
8
6
4
2
6
4
1
1
0
0
1
0
Head teachers
Teachers
Positive
1
Negative
4
Both
6
Not sure
0
0
7
1
1
Figure 2: Teachers’ Perception on the Impact of Conflicts in Schools
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Conflict Management Strategies Used by Headteachers and Teachers
Fig. 2 shows that out of the 11 headteachers, 6(54.6%) regarded the conflicts in their
schools as both negative (deconstructive) and positive (constructive) in the development
of their schools. On the other hand, 4(36.4%) regarded conflicts as negative
(deconstructive) in the development of their schools. Only and 1 headteacher (9%)
regarded conflicts as positive in the development of his schools.
On the other hand, out of the 9 teachers, 7(77.7%) regarded conflicts that existed in
their schools as negative (destructive) in the development of their schools, while 1
(11.1%) regarded conflicts as both positive (constructive) and negative (deconstructive)
in the development of the school. Also 1(11.1%) regarded conflicts as positive
(constructive) in the development of the school.
From the above findings it can be noted that a majority of headteachers of primary
schools in Temeke Municipality considered conflicts in their schools as both advantageous
and disadvantageous in the development of their schools. Similarly, a majority of primary
school teachers in Temeke Municipality viewed conflicts as negative (deconstructive) in
the development of their schools. This means that headteachers viewed conflicts in a
wider perspective contrary to teachers who viewed conflicts in a narrow perspective.
These findings give credence to Cherono (2009) who, in a study of conflict management
styles and their effects on teachers’ performance in secondary schools in Bomet District in
Kenya, observed that headteachers of secondary schools views conflicts as both positive
and negative in schools, while others only viewed it as either positive or negative.
3.2 Causes of Conflicts between Teachers and Headteachers
This objective intended to find out causes of conflicts in primary schools in Temeke
Municipality. There are various forms of conflicts in schools, this study paid attention on
causes of conflicts that comes about between teachers and headteachers. In order to
meet this objective, teachers and headteachers were asked to point out a prominent
cause of conflicts that occurs in their schools and provide reason for their response.
Table 1 summarizes the findings obtained.
Table 1: Responses of Headteachers and Teachers on Causes of Teachers-Headteachers’ Conflicts
Source of conflict
Poor performance
Differences in opinions
Favouritism
Management style
Differences in perception
1.1.1 HT 1.1.2 % Teachers 1.1.3 %
1.1.6
5 1.1.7 45.4
1.1.8 3 1.1.9 27.3
1.1.12
3 1.1.13 27.3
1.1.14 4 1.1.15 6.3
1.1.18
- 1.1.19
1.1.20 1 1.1.21 9.1
1.1.24
- 1.1.25
1.1.26 3 1.1.27
1.1.30
3 1.1.31 27.3
1.1.32 - 1.1.33 27.3
1.1.4 Total 1.1.5 %
1.1.10
8 1.1.11 36.3
1.1.16
7 1.1.17 31.8
1.1.22
1 1.1.23 4.5
1.1.28
3 1.1.29 13.7
1.1.34
3 1.1.35 13.7
As it can be seen in Table 1 that respondents felt that poor performance is the most
reason that fuels the eruption of conflicts between headteachers and teachers of
primary schools in Temeke Municipality. This was pointed out by 5(45.4%) out of 11
headteachers, and 3(27.2%) out of 11 teachers.
In an open-ended question related to this finding, most of headteachers tend to look
forward for the best performance of teachers as their good performance yields best
JEHS, Volume 4 Number 2, 2015
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Ntide P. Dady
results to their schools, while poor performance yields unfavourable results. In this
regard, headteachers tend to have zero tolerance with teachers who fail to fully carry
out their duties. In turn this leads to confrontations with teachers who are deemed
irresponsible.
On other hand, it was explained by teachers that poor performance of a school
administration leads to conflicts between them and headteachers. This is particularly
when the administration fails to act upon various demands of teachers that are central
in enabling them to perform their duties and responsibilities. In such situations teachers
are sometimes forced to employ inappropriate mechanisms to carry out their duties,
which is perceived as inappropriate by headteachers. Consequently, this leads to
misunderstandings between teachers and headteachers. This finding is consistent with
that of a study conducted in Pakistan by Rahman (2009), which indicated that conflict
can arise in case a school administration fails to sufficiently provide the necessary
resources for effective learning.
Table 1 also points out that there are differences in opinions between headteachers and
teachers that have led to conflicts between them in Temeke Municipality. This was
pointed out by 3(27.3%) out of 11 headteachers, and 4(36.3%) out of 11 teachers. In
relation to this, it was stated that in carrying out their duties, teachers and school
management have to hold meetings to discuss matters pertaining to their schools. The
study found out that conflicts sometimes erupt in such meetings when the two sides fail
to agree on an issue, with each side blaming the other for being obstinate.
Table 1 further indicates that favouritism was highlighted by headteachers and teachers as
another source of conflicts between headteachers and teachers of primary schools in
Temeke Municipality. This was pointed out by 1(9.1%) teacher out of the 11 sampled
teachers. The study found out that some teachers collides with headteachers when they
perceive that some of their fellow colleagues are favoured by headteachers in terms of
being excluded from some duties, getting promotion in leadership and management
posts, being nominated to attend certain events, or even receiving some praise.
Management style was another aspect that was seen as a source of conflicts between
teachers and headteachers of primary schools in the Municipality. This was pointed out
by 3(27.3%) teachers (Table 1). These teachers explained that some headteachers
employs leadership styles that trigger conflicts between them and the school
management. More specifically, they pointed out the extreme uses of power by
headteachers in deciding critical issues without involving teachers.
As can be seen in Table 1, differences in perception were also pointed out as a source of
conflicts between headteachers and teachers. This was mentioned by 3(27.3%)
headteachers. Through an open-ended question, headteachers were asked to air their
views regarding how differences in perception led to misunderstanding between them
and teachers. They explained that, in attempting to ensure things are in order, a
headteacher may sometimes interfere with some personal interests and plans of
teachers. As a result, a headteacher may wrongly be perceived by teachers as interfering
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Conflict Management Strategies Used by Headteachers and Teachers
in their personal matters, which in turn leads to conflicts. As an example, with a good
intention of ensuring that a school achieves a certain objective in a specified time, a
headteacher may suspend for a time study leaves. Such a move can sometimes be
interpreted as jealousy or cruelty on the part of the headteacher, which can in turn be a
source of misunderstanding between a headteacher and her/his teachers.
In a sum, by combining the percentages of responses of all the 22 headteachers and
teachers as shown in Table 1, the sources of conflicts can be arranged in order of their
importance as follows: (i) Poor performance of both headteachers and teachers (36.3%);
(ii) Differences in opinions among headteachers and teachers (31.8%); (iii) Management
style (13.7%); (iv) Differences in perceptions (13.7%); and (iv) Favouritism (4.5%) as main
roots of conflicts that crops up between headteachers and teachers of primary schools
in Temeke Municipality.
3.3 Strategies Used by Headteachers and Teachers in Managing Conflicts
The third objective of the study was to find out strategies used to manage conflicts that
arise between headteachers and teachers of primary schools in Temeke Municipality.
Findings from headteacher respondents indicated that headteachers tend to deploy
avoiding, compromising, integrating and obliging strategies in managing conflicts with
teachers. Fig. 3 presents and summarizes the details of the responses.
As Fig. 3 shows, 1(9%) headteacher reported that she tends to deploy avoiding strategy
to manage conflicts with teachers by staying away or withdrawing from conflicts with
teachers. Similarly, 1(9%) of headteacher said that he employs the obliging strategy in
managing conflicts with teachers by giving in to their concerns and ignoring his own
interests.
I stay away from or withdrawing from a
conflict with a teacher (Avoiding)
1
I attempt to resolve a conflict by identifying
a solution that is partially satisfactory to…
2
I thoroughly discuss with a teacher in order
to resolve a conflict (Integrating)
8
I use power that I have in order to resolve a
conflict with a teacher (Dominating)
0
I give up to a teacher’s concerns and ignore
my own interest (Obliging)
1
0
1
2
3
4
5
6
7
8
Figure 3: Responses of Headteachers Regarding their Style of Managing Conflict with
Teachers
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Ntide P. Dady
Also, 2(18.2%) headteachers mentioned that they tend to use compromising strategy in
attempting to resolve conflicts by identifying solutions that are partially satisfactory
each side. Moreover, 7(63.7%) headteachers mentioned that they employed integrating
strategy in managing conflicts by thoroughly discussing with their teachers the conflicts
and resolving them amicably. None of headteachers mentioned to use dominating
strategy in managing conflicts with teachers.
It is evident from these findings that a majority of headteachers of primary schools in
Temeke Municipality tends to employ integrating strategy through discussion with their
teachers in order to resolve conflicts between them. It is pertinent to acknowledge here
that this is the appropriate strategies in managing conflicts within schools. As Rahim et
al. (2002) argue, the use of integrating strategy in managing conflict allows openness
and free exchange of information to reach an effective solution acceptable to both
parties. This argument is in line with views of most headteachers during interviews.
To have a broader perspective regarding strategies employed in resolving conflicts
between headteachers and teachers of primary schools in Temeke Municipality,
teachers were also asked to air their views on how they have been resolving conflicts
that arise with their headteachers. Findings indicated that teachers tend to deploy
avoiding, compromising, integrating and obliging strategies in managing conflicts with
their headteachers (Fig. 4).
4
I stay away from or withdraw from a
conflict with a head teacher (Avoiding)
3
I give up on a head teacher’s concerns and
ignore my own interests (Obliging)
I use power and force in order to resolve
conflict with a head teacher (Dominating)
0
3
I thoroughly discuss with a head teacher in
order to resolve a conflict between us…
I attempt to resolve a conflict by identifying a
solution that is partially satisfactory to both…
1
0 0.5 1 1.5 2 2.5 3 3.5 4
Figure 4: Responses of Teachers Regarding their Style of Managing Conflicts with
Headteachers.
According to Fig. 4, 4(36.4%) teachers indicated that they tend to deploy avoiding
strategy in managing conflicts with their headteachers by staying away or withdrawing
from a conflict with them. Also, 27.3% of the teachers said that they favoured employing
an obliging strategy to manage conflicts with their headteachers by giving in to
headteachers’ demand and ignoring their own interest. A similar proportion (27.3%) of
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Conflict Management Strategies Used by Headteachers and Teachers
teachers indicated employing integrating strategy by engaging in a thorough discussion
with their headteachers to resolve conflicts between them. Moreover, 1 teacher (9%)
mentioned preferring use of compromising strategy by to resolve conflicts by
identifying a solution that is ‘mid-way’: i.e., partially giving in to satisfy the headteacher.
None of the teachers mentioned a wish or attempt to use dominating strategy in
managing conflicts with their headteachers.
From these findings it safe to put forward that a majority of primary schools teachers in
Temeke Municipality tends to stay away or withdraw from conflicts as a strategy of
resolving them. This implies that teachers rely on temporally solutions when resolving
conflicts with their headteachers, something that is likely to fuel further problems that will
be difficult to address. As Trutter (2003) argues, the avoiding style is not a successful
method for reaching a long-term solution in conflict resolution because the original cause
of a conflict remains. Similarly, Everard and Moris (1990) stressed that conflicts become
dangerous and disruptive when victims try to avoid resolving them. Since it is not easy to
avoid conflicts in places of work, it important that teachers be familiarised with the
appropriate conflict management strategies. As per Griffin (2012), conflicts are
unavoidable in working organizations; as such the most important thing is to manage
conflicts so that they do not adversely affect the performance of team members.
4. Conclusions and Recommendations
4.1 Conclusions
In the light of above findings, the study made the following observations about conflicts
that occur in primary schools in Temeke Municipality in particular, and in the country in
general.
First, the study findings found that nearly all primary schools have conflicts that arise
out as interpersonal conflicts. While the conflicts were seen as both constructive and
destructive by some of the respondents, most of the headteachers and teachers viewed
them as unhealthy for the wellbeing of schools. This calls for the need of resolving
conflicts that exist in primary schools. Second, to a great extent conflicts that erupt in
primary schools tend to be fuelled by organizational factors. These factors are poor
performance, management style and favouritism. Besides, differences in perception and
opinions that are steered by personal factors were also reasons behind conflicts that
crop up in primary schools. Third, in managing existing conflicts in primary schools,
most of headteachers employ a sustainable approach of handling conflicts by reconciling
with their teachers through discussions on the roots of the disputes. This is crucial in
eradicating conflicts in schools and minimizing the likelihood of resolved conflicts
surfacing again.
4.2 Recommendations for Actions and Further Study
In view of the study findings, the following recommendations regarding the
management of conflicts in primary schools in Tanzania are pertinent. First,
headteachers and teachers should be educated on the subject of conflicts in primary
schools 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.
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Ntide P. Dady
Second, conflict management strategies should be included as a topic in pre-service
teachers training courses so as to nurture teachers with relevant skills and knowledge
on managing conflicts. Thirdly, headteachers and teachers of primary schools have to
strengthen love and respect among themselves, and each should play his responsible
role in schools. Fourthly, headteachers have to develop a culture of closely working with
their teachers so as to utilize their skills and knowledge particularly in identifying and
managing conflicts at their nascent stage. Lastly, given that the current study was
confined to Temeke Municipality, similar studies may be conducted in other parts of the
country so as to contribute to furthering knowledge on conflict management strategies
by headteachers and teachers in Tanzania.
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