Abstract:
The main purpose of this study was to investigate the conflict and conflict resolution strategies in Secondary Schools of West Hararghe Zone, Oromia Regional States. It also looked in to identify major types and causes of conflict in secondary schools and to identify the conflict resolution strategies used by the school leaders in secondary schools. Moreover, it examines the factors affecting the practices of conflict resolution in secondary schools and find out alternative techniques for handled conflict in secondary schools of the zone. In conducting this research, descriptive survey research design was employed. The primary sources of data were 130 Teachers, 68 (Vice principals, principal, supervisor and department head. A random sampling technique was employed to select Teachers, Vice principals, principals, department head and supervisors were selected. Questionnaires were the main data gathering instruments while group discussion and document analysis were employed to enrich the data gathered through questionnaires. The collected data were analyzed quantitatively by using descriptive and inferential statistics, and qualitatively by using descriptive narration. Data collected through questionnaire were scored and categorized. Once the quantitative data collection were completed and appropriately scored, the data were entered into the statistical package for the social (SPSS version 20.0) software for analysis. The finding of the study indicated the domination by the bosses, the mismatch between personal, poor performance evaluation results, competency versus responsibility for a particular position, the lack of required skill for a particular position and the mismatch between personal and organizational goals seem to be the major source of intrapersonal conflict in secondary school. Moreover, the lack of participatory decision is the source of intergroup conflict. Hence, it is advisable for schools leaders to be aware of the issue and exploit the advantage. The findings of the study concluded as there is no a healthy communication between educational leaders and teachers. The result of the study showed the ability of educational managers to deals with conflicts and their overall competence to do other managerial activities was found to be very poor. In view of this, proper management of conflict in secondary schools would be unthinkable. Therefore, effort has to be made to assign educational managers on merit basis, or else, has to be given for those who are trained to be educational managers. Therefore, for the effectiveness of conflict resolution processes and for the purpose of getting balanced view of conflict, special training for both schools leaders and teachers were commended
