Roles of Educational Administrators in Addressing Resource Conflicts and Its Contribution towards Quality Education in Public Secondary Schools in Longido District

Joyce Everist
Academic Teacher, Namanga Secondary School, Longido.
Email: mkwizujoyce@gmail.com

Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com

Abstract: This study investigated the roles of educational administrators in addressing resource conflicts and its contribution towards quality education in secondary schools. The study examined the influence of addressing resource conflicts on quality education in public secondary schools and the relationship between resource allocation in different departments and quality education. Group Conflict Resolution Theory guided the study. Embedded research design and mixed methods approach were adopted. Data were collected using the questionnaire, interviews and document analysis. The sample size consisted of 92 respondents (78 teachers, 10 school heads, 3 WEOs and one DSEO). Validity was established by experts whereas reliability (r=0.88) was determined using Guttmann split half method. Credibility of qualitative data was ascertained through triangulation. Quantitative data was analyzed using descriptive statistics in the SPSS version 25. Linear regression was employed to ascertain the extent of relationship between resource allocation and academic performance in national examinations. Qualitative data was analyzed thematically alongside research questions. The study revealed effective financial management, fair allocation of government grants (financial resources), careful planning, budgeting, and monitoring of funds as strategies used by school administrators in addressing resource conflicts. In conclusion, promoting professionalism and good conduct among teachers is essential for creating a respectful and productive work environment. The study recommends that school administration and policymakers should review and implement fairer and more transparent policies for resource allocation. Addressing these areas leads to enhanced cooperation, professionalism, motivation, and satisfaction among teachers, which collectively would contribute to quality education in secondary schools in Longido District.