Integrating Organizational Behaviour Models in Good Governance for Sustainable Development of Educational Institutions in Tanzania: Fact or Fiction?

Karoli John Mrema, PhD Department of Educational Management and Policy Studies, College of Education, University of Dodoma karolymrema@gmail.com

Received November 15, 2018; Revised February 17, 2019; Accepted March 10, 2019

Abstract: This paper investigated the integration of organizational behaviour models in good governance for sustainable development of educational institutions in Tanzania. The study was conducted in one public university in Dodoma Region, Tanzania. The approach used in the study was qualitative employing single case study design. The respondents of the study were 35, that is, 10 academic staff and 25 students who were obtained through snowball sampling. Method of data collection was focus group discussions. Data were analyzed using qualitative content analysis. Results showed that intergration of autocratic model helps in making quick decisions, discouraging laziness among the employees, managing conflicts, building hierarchy of the authority and directing orders. Moreover, custodial model enables the employers to maintain employees security and welfare, creating conducive environment, reducing employees’ turnover and building mutual relationship. Supportive model assists in involvement of stakeholders, building sense of belonginess, enhancing unity, encouraging innovation and enhancing of democracy. Finally, collegial model increases teachers satisfaction and adaptability, enhances innovations, and encourages teamworking. The study concludes that it is possible to integrate organizational behaviour models in good governance for sustainable development of education institutions. The study recommends that efforts should be made to have holistic integration of these organizational behaviour models.