Abstract:
This study aimed to investigate the factors that generate the persistent conflicts between secondary school administration and students in Tanzania using Mvomero district council as a case study. Specific objectives of the study were to: find out sources of conflicts in selected secondary schools; explore the major causes of conflicts; examine the impacts of conflicts between students and management; and examine challenges facing secondary schools in conflict resolution. The study adopted a case study design. The sample used consisted of 125 respondents of which, 48 represented teaching and non-teaching, 60 represented students, 6 represented School board members and 11 different officials including DEOs, WEOs and school inspectors. The sample was attained through purposive and accidental sampling techniques. Data collection was done through questionnaires, interviews, documentary reviews and observation. The analysis was performed using Software Package for Social Science (SPSS) and Microsoft excel computer programme. The study showed that 77.4% of the respondent agreed to have experienced conflicts at their institutions. At least 29.6% and 20.7% of the respondents attributed the persistence of conflicts to bad leadership style and poor communication respectively. Other reasons for conflict persistence include food problems, lack of enough teachers, poor learning environment, students‟ bad behavior and lack of enough funds. Through this study it has been noted that there is a gap between school administration and teachers as some workers remained uninformed of important issues such as sources of revenue and expenditure. This scenario has consequently precipitated alliance between teachers and students against the administration/management. At the end, it is recommended that, there should be mutual cooperation between the three parties in managing students if the efforts to reduce conflicts in secondary schools are to be a success.
