Influence of School Heads' Conflict Management Styles on Provision of Quality Education in Public Secondary Schools in Ilala District, Tanzania

This study examined the influence of school heads' conflict management styles on the provision of quality education in public secondary schools in Ilala District, the Head of Schools, and fifty (50) teachers. The research used a mixed approach with a sequential research design. It was found that integrating styles was the most preferred technique in solving conflict, followed by accommodating style, while accommodating, compromising, and dominating styles were used on a few occasions. Moreover, schools preferred regular staff meetings, followed by transparency and accountability of the school’s financial resources; parent–teacher meetings; the use of guidance and counseling; descriptions of school roles, duties, and responsibilities; the use of the school management team; and the use of participatory leadership to solve conflicts. The conflict managed and resolved is found to have a positive influence on quality education, including the promotion of a peaceful atmosphere at school; increased cooperation between staff and parents; increased parental responsibility for students’ school needs; and improved quality in the delivery of services at schools. On the other hand, poorly solved conflicts negatively influence the quality of education at schools, including teachers’ mobility and disunity; demoralization of teachers leading to poor performance of work, and persistent irresponsibility among teachers. The study recommended abiding by ethics and school rules among teachers, transparency in school funds, integrating education stakeholders, and adopting a variety of techniques in solving conflicts.