Conflict in schools: types sources and its management: the case of gumay woreda government owned first and second cycle primary school

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