Browsing by Author "Msafiri, Martin Patrick"

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    Dyfunctional conflicts management techniques in public secondary schools in Kinondoni municipality in Tanzania
    (University of Dar es Salaam, 2016) Msafiri, Martin Patrick
    This study investigated the techniques used to manage dysfunctional conflicts in public secondary school in Kinondoni Municipality in Tanzania. Specifically the study assessed the causes of dysfunctional conflicts and the extent they affect workers performance, whether school heads in public secondary schools are trained in conflict management and in the use of techniques they employ in managing dysfunctional conflicts and the effectiveness of the techniques employed by heads of school in managing dysfunctional conflicts. The study was conducted in four different public secondary schools selected from four different divisions and wards found within Kinondoni municipality, with a total of forty nine selected respondents. The samples were obtained through purposeful sampling and simple random sampling techniques, qualitative research approach was employed in the study with the use of open-ended questionnaires, interviews and documentary review as data collection tools. Conceptual framework gave an overview of sources of conflict, how conflicts affects the performance of the organization, assessing what negative feeling are connected with conflicts such as anger, sadness, fear and how to deal with those conflicts appropriately. The findings revealed that conflicts between individuals (interpersonal) and within groups (intergroup) were dominant caused by general indiscipline among participants, in adequate resources for teachers and students and disagreement with school administration. The study established that, teachers and school heads were not trained in conflict management techniques; they resolve conflicts through trial and errors. Competitive/forcing style such as the use of police force to arrest students, dismissal and suspension from school were commonly used to resolve conflicts, other techniques like the use of accommodating, collaborating, compromising and avoiding were rarely and superficially employed. The study recommends training on interpersonal skills and team development for both school heads and teachers where emphasis should put on managing emotional issues in the relation. Further, training both pre-service and in services teachers on conflict management is of great importance.