Influence of Interpersonal Conflicts on Teaching and Learning in Public Secondary Schools: A Case of Magu District, Mwanza; Tanzania
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SAUT
Abstract
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The purpose of the study was to assess influence of interpersonal conflict on teaching and
learning in public secondary schools in Magu District. Mwanza; Tanzania. The objectives
of the study were; to identify the types of interpersonal conflicts commonly found in public
secondary schools, to examine the strategies employed by heads of schools in managing
interpersonal conflicts and to explore the challenges faced by heads of schools in managing
interpersonal conflict. The study was guided by Conflict Theory. The study employed
mixed research approach and convergent parallel research design. Descriptive statistics
was used to analyze quantitative data while qualitative data were analysed thematically.
The targeted population was 1861 from whom the sample of 181 respondents were selected
using purposeful and stratified simple random sampling. Majority of the respondents said
poor communication channel among teachers, the use of abusive language and names
calling, scarcity of resources, indiscipline among students, corporal punishment to students
and poor academic performance were the types of interpersonal conflicts between teacher teacher and teacher – students in their schools. Nevertheless, the study discovered that
heads of schools preferred negotiations, regular meetings, compromising, conferences,
seminars and avoiding as the strategies for interpersonal conflict management.
Furthermore, the study revealed most of heads of schools are not well trained on prior
interpersonal conflict management. Therefore, no specific strategies employed by heads of
schools in managing interpersonal conflict in Magu district rather most of heads of school
use their own experience in handling interpersonal conflicts.
Keywords
Education / Interpersonal Conflicts