Dissertation (MA Education)This study investigated the management of conflicts in selected teachers colleges in Kilimanjaro region. The study involved three teachers colleges. A total of 140 respondents which included 6 colleges’ board members, 3 college principals, 46 tutors and 85 students were involved. The study employed quantitative and qualitative research approaches with the qualitative one being dominant. The researcher applied a theoretical framework which provides an organizing and explanatory framework for conflict behavior. Data were collected through questionnaire, interview, documentary review and focused group discussion. Numerical data were analyzed by descriptive statistics and the qualitative one were subjected to content analysis. Findings revealed that, the most prevalent conflicts were between tutors and administration followed by conflicts between students and administration. Conflicts between tutors were the least happening in teachers colleges. The findings also indicated that the causes of conflicts were varied across situations and therefore required different resolution mechanisms depending on the nature of the problem. The study concluded that, in building synergy and cohesion among college members, the ability to diagnose and manage conflicts at their nascent stages before they grow out of proportion is of paramount importance. Based on the findings, the study recommends that the Ministry of Education and Vocational Training should organize seminars and workshops to the college tutors and students on how to build good working relations between them. Similarly, training is needed to college principals to equip them with knowledge on how to diagnose conflicts at their nascent stages and resolve them constructively.