Assessing Headteachers’ Leadership Skills in Resolving Conflicts in Public Primary Schools in Tanzania: A Case of Kondoa District Council.

Msangi, Dickson David (2025) Assessing Headteachers’ Leadership Skills in Resolving Conflicts in Public Primary Schools in Tanzania: A Case of Kondoa District Council. Masters thesis, The Open University of Tanzania.

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Abstract

The study assessed the headteachers’ leadership skills in resolving conflicts in public primary schools in Kondoa district council. Specifically, the study seeks to assess leadership skills employed by head teachers to resolving conflicts at public primary schools, to identify the sources of conflicts found within public primary schools, and to determine the head teachers’ leadership strategies used in resolving conflict in public primary schools. The study employed a mixed methods design, with emphasis on qualitative and quantitative approach. The study involved 168 respondents through interviews, focus group discussions, and questionnaires. Qualitative data were thematically analysed by coding and grouping key themes. Quantitative data were analysed using descriptive statistics, charts, and tables. Both datasets were integrated to address the study objectives effectively. The regression analysis revealed that while communication skills did not significantly affect conflict resolution, collaborative and problem-solving skills showed significant positive associations. Problem solving skills had a stronger impact (β = 0.544) than collaborative skills (β = 0.216), emphasizing their importance in resolving conflicts. Furthermore, the study findings revealed that, the efficacy of mediation, open dialogue, compromise, shared communication, team-building activities, and collaborative sessions were leadership skills used in resolving conflicts. Conflicts stemmed from lack of teaching resources, unequal power distribution, and limited transparency. In addition, effective strategies included open communication, a win-win approach, and prioritizing transparency. The study recommends government-led leadership development programs and integrating conflict resolution training into educational policies to enhance school harmony and inform future policy revisions

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