Conflict management and organisational performance in selected government aided secondary schools in buikwe district

Abstract

This study investigated the effect of conflict management and organisational performance of Government Aided Secondary Schools. The purpose of the study was to investigate the effect of conflict management and organisational performance of Government Aided Secondary Schools in Buikwe District. The objectives of the study were to investigate the existing conflicts in Government Aided Secondary Schools in Buikwe District; to find out the different conflict management techniques used in Government Aided Secondary Schools in Buikwe District; and to establish the most appropriate Conflict Management techniques that influence Performance of Government Aided Secondary Schools in Buikwe District. The study was carried out using a cross-sectional survey design on a sample of 120 respondents that were teachers, deputy head teachers and head teachers in Buikwe District. The data was collected by use of questionnaire and interview guide. The data was analysed quantitatively and qualitatively. Quantitative data was analysed using the Statistical Package for Social Scientists 17.0 (SPSS) program. At univariate level, data was analysed basing on the mean, standard deviation and frequencies and multivariate level, the data was analysed basing on multiple linear regression analysis. Qualitative data was analysed by discursive and thematic methods. The study established that several conflicts existed in schools, the dominating conflict management technique was the most dominant conflict management technique employed and the integrating conflict management technique was the most appropriate followed by compromising conflict management and then obliging conflict management technique. Therefore, it was concluded that the several conflicts that existed in schools were between management and staff then between members of management; in schools, the most common conflict management technique used was the dominating conflict management techniques; and the most appropriate management techniques significantly positively related with performance of schools. Therefore, it was recommended that policy makers and management of schools should identify the different conflicts in the schools and what causes them such that they sensitise all those affected such as teachers to avoid them; those involved in supervising schools should ensure that there are mechanisms in schools for resolving conflicts; and head teachers should employ the most appropriate technique that is the composite conflict management technique which is an amalgamation of different appropriate techniques.