Abstract:
The purpose of the study was to look into the issue of conflict management in ten
selected Junior High Schools in the Pru District of Brong Ahafo Region. Literature was
reviewed to put the matter of conflict management into high perspective. The study
researched into kinds of conflict that exist in Junior High Schools in Pru District, Junior
High School teachers perception of conflicts in schools, the causes of conflicts in Junior
High Schools and how conflicts are managed in Junior High Schools in Pru District. The
study used the qualitative framework to gather data and also used the same framework to
analyse the data. The accessible population was made up of 50 from the ten selected
junior high schools. Purposive sampling was used to select 20 head teachers and teachers
from participating schools, three circuit supervisors and two high ranking officers from
Pru District Education Office. The instrument used for the study was semi structured
interview. The researcher distributed the semi-structured interview and questionnaire
after permission have been given by the heads of the various junior high schools. The
qualitative data collected was analysed using content analysis. The study found among
others that conflict exists in schools and that not all conflicts are bad. The study also
revealed that the most prevalent conflicts in Junior High Schools in the Pru District are
conflicts between teachers and head teachers. The study recommended that people in
management positions like head teachers should find prudent means of solving conflict as
and when they arise and that they should do it on time to prevent conflict from escalating.
The study also recommended that the capacity of school head teachers should be built to
equip them with skills and techniques in handling conflict situations. This according to
the study would prevent the many conflicts in schools in the Pru District.
Description:
A Project Report 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 requirements
for the award of Master of Arts (Educational Leadership) degree
DECEMBER, 2016