Applicability of Collaborative Strategies in Handling Teachers' Conflicts in Public Secondary Schools in Mara Region, Tanzania
Year: 2026
Type: article
Abstract: Conflicts among teachers in public secondary schools remain a persistent challenge that can undermine professional relationships, instructional quality, and school effectiveness, particularly in resource-constrained contexts such as the Mara Region of Tanzania. This paper examines the applicability of collaborative conflict-management strategies in addressing interpersonal and organizational conflicts among teachers in public secondary schools. The study will rely on two objectives such as to examine common causes of teachers’ conflicts in public secondary schools and explore collaborative strategies are most applicable and effective in managing teachers’ conflicts. The study will use 5 education administrators and 15 teachers as respondents in the study so the total informants in the study will be 20 participants. Using a systematic literature review of scholarly studies on collaborative leadership, collegiality, and school-based conflict resolution, the paper synthesizes evidence on practices such as structured dialogue, peer mediation, shared decision-making, and professional learning communities. Researchers identifies the causes of conflicts such as interpersonal differences and personality clashes, differences in teaching methods and professional philosophy, workload distribution and role ambiguity, communication Breakdowns, leadership and management Practices. The review demonstrates that collaborative approaches nurture trust, mutual respect, and collective responsibility, enabling schools to transform conflicts into opportunities for professional learning and institutional cohesion. Evidence further indicates that when school leaders promote participatory cultures and strengthen teachers’ communication and problem-solving competencies, collaborative strategies can reduce tensions, enhance teamwork, and improve school climate. The paper concludes that context-responsive collaborative frameworks are both applicable and beneficial for managing teachers’ conflicts in Tanzanian public secondary schools, provided that supportive leadership and sustained professional development are ensured. The study encourages in service training to teachers, school heads and education administrators concern conflict resolution supervision strategies, rule and regulation must enforce to resolve conflict in secondary schools and government policy in education must insist on conflict management.
Authors: Albinus Messanga, Clara Rupia, Eugen Mtemi
Institution: St. Augustine University of Tanzania
Language: English
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7213327290