Teacher-Principal Conflicts in Selected Government Secondary Schools of North Shoa Zone, Oromia Regional State

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This paper is discussed and explore about the teacher-principal conflict in selected government secondary schools of North Shoa Zone in Oromia Region states. The purpose of this study to assesses the common sources of conflict, types of conflict, strategies used to minimize conflict . Methods- In order to achieve the objective, the researcher use the descriptive survey research design. Both quantitative and qualitative approach was used to collect the data Sources of data for this research was collected from both primary and secondary sources. The primary sources of data were gathered from secondary school leaders ,Teachers, student council PTA and KETB.The secondary sources data were recorded documents, feedbacks and reports Sampling Procedures and techniques -The teachers were selected using stratified random sampling whereas school leaders were selected using available sampling technique .On the other hand, the schools in North Shoa were also selected using simple random sampling. Instrument of data collection-The data from each respondent was collected using questionnaire. and interview. Both open and close ended questionnaires were prepared. Quantitative data collected through questionnaire . Techniques of analysis data –data analyzed using statical tools, t-test, mean scores, standard deviation, p-value using spss version 20.T The main finding come out from this study- were communication barriers, uncomfortable working environment, lack of participatory decision, lack of clarity of authority structure difference in perception task interdependent working activities, dignity, security and equity are found to be the major source of conflict The most common types of conflict exist in schools- were interpersonal and intergroup conflict, collaborative compromising approach and problem solving were the strategies to minimize conflict in the schools. Based on the finding the following conclusion was drawn. These, there is no healthy communication, network, less participatory decisions on the school finance and resources xii | P a g e allocations, inadequate facilities in the schools, undefined role and authority structures there were no magnified open discussion, description of role and responsibilities regular meeting between teachers and school leaders in the schools to manage conflict. inappropriate use of collaborative and Compromising approach strategies for handling conflicts and poor accountability on the use of school finance and resource allocation by the school principals from the finding it is possible to conclude that conflict has more negative influence on schools rather than positive one.