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The study sought to investigate the persistence of conflicts in Tanzanian public
primary schools in Mpanda district. It was a qualitative research under
phenomenological design approach. The study was guided by conflict theory and
supplemented by face negotiation theory on the other hand. Sample procedures used
to obtain the respondents were critical purposive sampling and 55 respondents were
selected. These respondents were such as district education officials, ward education
officials, heads of schools, teachers and students. Data were collected through
questionnaires, interviews, focus group discussions and documentary review and
analyzed by thematic analysis. The findings revealed that conflicts are persisting
between students, teachers and management. These conflicts affect the performance
for all levels, from district, ward, and institution level. As a result, these conflicts
affect students' academic performance throughout of the life of schooling. Moreover,
the study revealed different root causes of conflicts such as low capacity of Teachers
Service Department (TSD) in solving teachers' disciplinary related conflicts due to
inadequate fund and human resources. Also consequences like frustration for many
teachers and decrease morale of teaching were revealed. The strategies used to
manage conflicts were revealed. This are like conducting meeting, discussion,
strengthening communication and fairness in decision making. It was recommended
that provision of training on teacher's code of conduct, establishment of one
teacher's professional board, and authorities which are responsible to appoint
education officials, should improve the system of vetting to get good leaders in
Tanzania. |
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