Abstract:
This study examined conflict management practices in selected Junior High Schools in the
Upper Denkyira West District. The research design adopted was a descriptive survey. The
sample size of the study was 150. Purposive and cluster sampling techniques were used to
select the participants and study locations. The study used a quantitative research method
approach. The data was analyzed using SPSS version 20. The results show that all the
participants (100%) agreed that they experienced conflict in their institutions; 86.7% of the
participants strongly agreed that mistrust (misgiving) among teachers caused conflict among
teachers in the school environment. The commonest conflict management practice among
teachers was avoiding style about others, with a mean value of 3.43 and standard deviation of
1.43. All the participants (100%) strongly agreed that poor articulation of the causes of
conflict among teachers, differences in values, and lack of professional skills were the main
key challenges facing managing conflict practices in schools. The study concluded that
conflict management practices should be approached with the idea that conflicts can be good
for the team and recommended that training in conflict management should be given to all
teachers and headteachers to enable them to turn conflict erupting in their schools into a
positive force that can bring positive change.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of Graduate Studies, University of
Education, Winneba, in partial fulfilment of the requirement for award of the Master of
Arts (Educational Leadership) degree
DECEMBER, 2020
