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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3978

Advisors: Ato Ayalew Shibeshi
Copyright: Jun-1998
Date Added: 25-Nov-2012
Publisher: AAU
Abstract: The primary concern of this study was to examine teacher-principal conflicts in secondary schools of the Amhara Regional State. The study also aimed to discover the views of teachers and principals concerning the nature of conflict, major causes and types of conflict, and ways of conflict management. To this end, descriptive survey method was employed, and the effects of personal attributes were treated. The study was conducted in 8 secondary schools selected from the region using random sampling. The subjects of the study were 200 respondents (I84 teachers and J 6principals) and 33 interviewees. Information was solicited from the subjects through a survey questionnaire and interview; besides examining documents. Various statistical tools such as, frequency distribution, percentage, mean, standard deviation, t-test, coefficient correlation, one way ANOVA and rank order were used to analyze the data. The findings of the study revealed that there was a wider gap between the number of females and males in secondary schools staff Conflict is dynamic in nature and has both positive and negative outcomes. The prevalence of conflict was in the form of personal (interpersonal and interpersonal) and group (intragroup and intergroup) types due to major causes and specific factors. Among the major causes the practice of the new teachers performance evaluation system and career development plan were crucial. There were also differences among types of conflicts in their degrees of occurrences. The mechanisms that were used to control and minimize conflicts were avoiding, accommodating, competing, compromising and collaborating. There were a positive relationships between major causes and types, and mechanisms and types of conflicts under study. The results of the study indicate variations in terms of certain personal attributes. Others have contributed for the development of some types of conflicts among/between teachers and principals. The findings of the study further show that though disciplinary measures were used at the schools, in general, due to various reasons, principals did not play their prominent roles in conflict management in secondary schools. At the end, based on the findings and conclusions drawn, recommendations were
URI: http://hdl.handle.net/123456789/3978
Appears in:Thesis - Educational Leadership & Management

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