Conflict Resolution Mechanisms and Their Influence on Quality Education in Private Secondary Schools in Arusha District Council

Mlay Glory
Teacher in charge of Quality Assurance, Lengijave Secondary School
P.O Box 4063 – Arusha District Council.
Email: mlayglory578@gmail.com

Kennedy Omondi Otieno
Coordinator Postgraduate Studies Research & Publications
St. Augustine University of Tanzania (SAUT), Arusha.
P.O Box 12385 – Arusha, Tanzania.
Email: omondiken2016@gmail.com

Abstract: The study examined the conflict resolution mechanism and its influence on quality education in private secondary schools in Arusha district council, Tanzania. Objectives were to; examine conflicts and their resolution mechanisms in private secondary schools and the extent to which conflict resolution mechanisms influence quality education in private secondary schools. Conflict Resolution Theory steered the study. Convergent mixed methods design appropriate to collect data through questionnaires and interview guides was adopted. Sample size consisted of 270 respondents; 192 students, 66 teachers selected by simple and stratified random sampling techniques while 8 school heads, 3 WEOs and one DEO were purposively sampled. Validity was established through expert judgment whereas reliability was determined using test -retest technique and reliability index, SQ, r=0.91 and TQ, r=0.83 was reported. Qualitative data were analyzed thematically alongside the research questions and presented in narrative forms while quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in tables of frequencies and percentages. The findings show that financial mismanagement, unfair treatment of students and teachers, frequent fee increments, competition for limited resources, overlapping responsibilities, poor working environments and intimate relationships are conflicts in private secondary schools. In conclusion, by implementing conflict resolution mechanisms, schools can create a well -coordinated, disciplined, and inclusive learning environment that promotes collaboration among stakeholders and ultimately improves the quality of education. The study recommended fair treatment of students and teachers should be promoted through the development of clear policies and guidelines in order to address emerging conflicts.