Abstract:
The main purpose of this study was to investigate conflict in primary schools: types, sources, consequences,
views and management styles used to handle these conflict situations. In doing so, attempts were made to
identify different types of conflict, common source of conflict, consequence of conflict, views of conflict and
conflict management style used by teachers and educational managers. Descriptive research design and
descriptive survey method by employing both qualitative and quantitative methods of data gathering were
used. Stratified and simple random sampling techniques were used to select sample of the study. The sample
of the study includes 94 respondents: 16 principals and 78 teachers. The instruments used were survey
questionnaire, interview and documentary analysis. Primary sources of data were used. On top of these, the
data were analyzed using percentage, mean and standard deviation. The findings showed that improper
distribution of man power, varying insight and perception of conflict issues, inadequate allocation of
budget by local governing bodies and competition for scarce resources in schools were seen as the main
sources of conflict in school which were accredited by teachers, principals, and vice principals. Conflict
situations in schools where they are wisely managed and handled, are capable of producing vital benefits
such as making the academic staff conscious of how to deal with their differences, and providing a golden
opportunity for staff members to fostering competitive work culture. On the other hand, negative
consequences of conflict in these schools include escalated emotional antagonism, wastage of resource, the
existence of loose co-operation and integration, absence of subordination of individual’s interest to schools
interest. Conflicts in these schools were viewed as normal aspects of interaction and inevitable phenomena
and constructive as well. But, very few staff members viewed conflict as negative experience. Application of
different types of conflict management styles with varying frequency illustrates the reality in the schools of
Gumay Woreda. On the basis of these findings the following recommendations were forwarded: improving
man power utilization, allocation of equitable budget, expansion of resources, rearranging workable rule
and regulation and improving communication channel may guide the educational leaders and teachers to
manage conflict wisely and successfully towards the harmonious working environment with optimum
productivity in the area under consideration
