Head Teachers’ Leadership Strategies for Conflict Resolution in Primary Schools at Kondoa District

Abstract

This study assessed the strategies used by head teachers to resolve conflicts in primary schools within Kondoa district. The research examined two issues: the strategies used by the head teachers in conflict resolution and the identification of sources of conflict. Data were collected through in-depth interviews, survey questionnaires and documentary reviews. The participants were education officers, head teachers, teachers, and school committee members. Data were analyzed through regression analysis, and 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. Also, results showed that most of the head teachers lacked the necessary leadership skills to effectively handle conflicts, highlighting the importance of providing training and professional development opportunities focused on conflict resolution and management strategies. The sources of conflicts identified included conflicts of interest, shortage of teaching resources, and unequal distribution of power. The most common negotiations strategies used for conflict resolution were meetings, negotiations, and the use of older staff members. The study concluded that a significant number of head teachers in primary schools within Kondoa district lack the necessary leadership skills for effective conflict resolution. Hence, it is recommended that there should be leadership training, promotion of collaborative approaches, continuous professional development for head teachers, and diversification of conflict resolution and management strategies.