Investigation Of Conflict Management In Selected Teachers’ Colleges In Kilimanjaro Region, Tanzania

ABSTRACT

This study investigated the management of conflicts in selected teachers colleges in

Kilimanjaro region. The study involved three teachers colleges. A total of 140

respondents which included 6 colleges’ board members, 3 college principals, 46 tutors

and 85 students were involved. The study employed quantitative and qualitative

research approaches with the qualitative one being dominant. The researcher applied a

theoretical framework which provides an organizing and explanatory framework for

conflict behavior. Data were collected through questionnaire, interview, documentary

review and focused group discussion. Numerical data were analyzed by descriptive

statistics and the qualitative one were subjected to content analysis. Findings revealed

that, the most prevalent conflicts were between tutors and administration followed by

conflicts between students and administration. Conflicts between tutors were the least

happening in teachers colleges.

The findings also indicated that the causes of conflicts were varied across situations and

therefore required different resolution mechanisms depending on the nature of the

problem. The study concluded that, in building synergy and cohesion among college

members, the ability to diagnose and manage conflicts at their nascent stages before they

grow out of proportion is of paramount importance.

Based on the findings, the study recommends that the Ministry of Education and

Vocational Training should organize seminars and workshops to the college tutors and

students on how to build good working relations between them. Similarly, training is

needed to college principals to equip them with knowledge on how to diagnose conflicts

at their nascent stages and resolve them constructively.