Browsing by Author "Ramadhan, Tatu"

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    Styles used by heads of Schools to handle teachers’ grievances in Temeke public primary schools, Tanzania
    (University of Dar es Salaam, 2016) Ramadhan, Tatu
    This study set out to investigate styles used by heads of schools to handle teachers' grievances in public primary schools at Temeke District-Dar es Salaam, Tanzania. The objectives of the study were four, the first one is to identify teachers' grievances in public primary schools, second determine the sources of teachers’ grievances, third examine the styles used by heads of schools to handle teachers' grievances and lastly to assess the impact of grievance management styles on teaching and learning at school level. The study used the qualitative approach, an exploratory case study design with interviews, focus group discussion and documentary review for data collection. The san1ple of study comprised of primary school teachers and heads of schools. The study also involved District Primary Education Officers (DPEO), the Teachers Service Department secretary (TSD) and the Tanzania Teachers Union district secretary (TTU). Data were analysed through content analysis. Findings revealed that, the most common grievances in public primary school at Temeke district are related to lack of information, lack of transparency, unequal distribution of workload, discrimination, favouritism, love affair, and use of abusive language, use of force, misunderstanding, administrative problem, leave allowance and promotion. However, poor management is the common source of grievances in a workplace. Also, findings revealed that discussions, use of power and authority and postponing issues are the management styles most used by heads of schools to resolve grievances in schools. The study recommended that teachers’ attendance should be given greater attention by the heads of schools. Heads of schools should be transparent regarding work and working environment. Representatives from Tanzania Teachers Union (TTU-Temeke) need to be involved in the process of grievance resolution at school level. In-service training for teachers should be put into consideration and controlled well to avoid contradiction among teachers and heads of schools. However, meetings, discussions and use of power and authority are the best grievance management styles to be used in schools for the achievement of school goals. The problems of teachers have to be resolved on time, and teachers be informed of their responsibilities. Since the present study focused only on a single district it is recommended that researches covering a wide area have to be undertaken so as to get conclusions that are generalizable to all districts in the country.