TEACHERS-SCHOOL LEADERS CONFLICTS IN SOME SELECTED SECONDARY SCHOOLS OF NORTH SHOA ZONE OROMIA REGIONAL STATE

Abstract

The main objective of the study was to examine school leaders- teachers conflicts in some selected secondary schools of north shoa zone Oromia regional states study mainly focused to assesses common sources of conflict, types of conflict, strategies used to minimize conflict. In order to achieve this objective, the researcher employed descriptive survey research design. Both quantitative and qualitative approaches were used to collect and analyze data. The teachers and school leaders were selected using stratified random technique. On the other hand, the schools in North Shoa were also selected using simple random sampling. The data were collected from 84 teachers and 72 school leaders this was done to give equal chances for sample Woredas in the zone. The data from each respondent were collected using questionnaire and interview. Both open and close ended questionnaires were prepared. Quantitative data collected through questionnaire was analyzed by using stastical tools, t-test, mean scores, standard deviation and p-value using spss version 20. Qualitative data were analyzed in order to supplement the quantitative analysis. This study found out that, communication barriers, uncomfortable working environment, lack of participatory decision, lack of clarity of authority structure were the major source of conflict. In addition to this the most common types of conflict exist in schools were interpersonal and intergroup conflict. Moreover, collaborative, compromising approach and problem solving were the strategies used to minimize conflict in the schools of study area. On the other hand, it can be concluded that many in-school problems like lack of good communication, facilities, resources and appropriate structure exacerbates conflicts in the study area. Finally, the Woredas Education office, and Oromia education bureaus in collaboration with schools principals, should provide short and long-term training for principals on strategies of conflict management. In addition to this, principals should accept criticism during open discussion with teachers meeting in academic issue and should continuously arrange dialogue for stakeholders to easily settle conflicts in the school. In order to minimize conflicts emerged from resource related problems school management and Woredas education office should work hard on ensuring accountability and transparency in resource allocation and utilization.