Conflict Management and Resolution Strategies between Teachers and School Leaders in Primary Schools of Wolaita Zone, Ethiopia

摘要

The purpose of this study was to investigate various strategies used to manage and resolve conflict between teachers and school leaders in government primary schools of Wolaita zone. The study employed a descriptive survey design where both quantitative and qualitative approaches were used to correct and analyze data, concurrently. From six districts, ten schools were selected using both simple random and purposive sampling so as to include schools sponsored by Wolaita Development Association. Subjects for this study included 146 teachers and 50 department heads who were randomly selected to respond to the questionnaires. Participants for interview included 10 principals, 10 vice-principals, and 20 unit leaders and 30 parent and teachers association members. Data were analyzed using descriptive statistics (frequency, percentages, means and standard deviations), and inferential statistics (t-test) using SPSS software version 20. Findings indicated that major causes of conflict were either; institutional, work or leadership related. Major conflict management strategies included; building leadership skills, following rules and regulations. embracing change, wise allocation of recourses, involvement in decision making, providing opportunities for training, and understanding individual differences and roles, In case of disputes, techniques included; discussions, punishing, forcing, compromising, avoidance, and ignorance. This study concluded that school leaders need to understand the sources of conflicts and have a mechanism in place for staff to voice their concerns. Additionally, leaders need to continuously build leadership competences, be open to change, involve and provide staff with opportunities for growth. Besides, schools leaders should look for ways to acquire and expand funding sources.