Persistence Of Conflicts In Tanzanian Public Primary Schools: A Case Of Mpanda District

ABSTRACT

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.