Competence of Heads of School in Resolving Educational Conflicts in Public Secondary Schools: A Case Of Nsimbo District Council.

Jackson, Aloyce (2025) Competence of Heads of School in Resolving Educational Conflicts in Public Secondary Schools: A Case Of Nsimbo District Council. Masters thesis, The Open University of Tanzania.

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Abstract

This study examined the competence of heads of school in resolving educational conflicts in public secondary schools within Nsimbo District Council. It specifically focused on three objectives: First was to examine head of school knowledge and skills in resolving educational conflicts in public secondary schools, secondly, assess strategies used by heads of school in resolving educational conflicts in public secondary. Third, was to examine challenges encountered by heads of school in resolving educational conflicts in public secondary schools. The study was guided by Conflict Resolution Theory. This study employed mixed research approach both qualitative and quantitative research approach was employed using convergent design. The study was conducted at Nsimbo district council. The study sample comprised a samples size of 130 respondents including 16 heads of schools, 68 teachers, 34 students, 11 ward education officers and 1 education officer selected through purposive technique and simple random technique Data was collected through interviews, questionnaires, and document reviews. Collected data were analysed using descriptive and thematic analysis. The findings revealed that while a significant number of heads of school possessed basic knowledge and skills in conflict resolution, many lacked advanced skills such as mediation and understanding legal frameworks. The majority of school heads relied on staff meetings and participatory decision-making as their primary strategies for resolving conflicts, while only a small proportion used more structured approaches like mediation. Several challenges were reported by respondents, including insufficient resources, lack of parental involvement, and external pressures such as political interference. Additionally, a significant number of school heads expressed the need for ongoing professional development to enhance their conflict resolution capabilities. The study concluded that continuous training is crucial for equipping school heads with the necessary skills to manage conflicts more effectively, particularly in legal and advanced mediation techniques. It also highlighted the need for stronger parental and community engagement, as well as better resource allocation to support schools in addressing conflicts. It is recommended from the study that providing ongoing training for heads of school to improve their conflict resolution skills, with a focus on advanced techniques and legal frameworks. Strengthening parental and community involvement through regular engagement activities is also essential. Additionally, improved resource allocation to support schools in managing conflicts effectively.

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