Abstract:
This study was aimed to assess effect of principal and teacher conflict on teaching-learning in secondary schools of East Hararghe Zone. The study employed descriptive survey research design. From 58 secondary schools 10samples were selected by simple random sampling. Questionnaire and semi structure interview were used to collect data. From 374 teachers, 193 samples were selected by simple random sampling and 32 school leaders by available sampling to fill the questionnaire. From 60 PTA members, 10 PTA heads samples selected by purposive sampling technique for interview. Data were analyzed by descriptive statistics using SPSS version 20. Some of the findings revealed poor school rule and regulation, principal unfair treatment of teachers; principals lack of leadership skills and experience; poor communication, teachers high work load and low incentive are major sources of principal and teacher conflicts. Lowachievements of objective of the lessons, variations in effectiveness and commitment levels of teachers, low communication and human relationship, and poor lesson plan preparation are some of effects of conflicts.School principal role in conflict managements are developing a culture where teachers work collaboratively, focusing on individual and shared needs to make mutual-beneficiary to ensure efficient and transparent administration of the school. To get positive outcome, identifying source of conflict, developing and selecting appropriate technique and strategies playing expected role in a better way are mandatory to principal. Lack of updated school coordinating, managing rule and regulation, scattered job description and responsibilities; multiplied the source of principal and teacher conflict, which affects its management and its outcome. The study recommended that EHZEO should update school coordinating and managing rule and regulation, should arrange training and good experience sharing program to principal in school conflict management, Secondary school leaders to make school leadership more collaborative and democratic, to use indigenous mechanisms with modern approaches of conflict management to get positive outcome in teaching- learning. More research needs to be conducted in effects on students’ discipline and academic achievement.
