Principals’ Conflict Management Strategies and Its Implication for Teacher’s Job Satisfacion in Secondary Schools of East Wollega Zone

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Addis Ababa University


The main purpose of this study was to investigate Principal’s conflict Management Strategies and Teacher’s Job Satisfaction in Secondary Schools of East Wollega Zone of Oromia regional state. In order to attain the objectives of this study mixed research design which include qualitative and quantitative research approach were used; nine secondary schools were selected by using sampling random sample method. Accordingly, 241 teachers, who were selected by using simple random sample techniques and 9 governmental school principals who were purposively selected from the sampled schools; Regarding instruments, questionnaire and interview were used for the purpose of data collection. The data gathered were analyzed using various statistical tools such as; - frequency, percentage, mean, and standard deviation. As per the analysis made the result have shown that indistinguishable authority, un reasonable dead line, un fair distribution of work, lack of communication, limited resource, deference in attitude, no passing role expectation, unfair treatment between individuals considered as source of organizational conflict in secondary schools. The finding also showed that, collaborative, accommodating, dominating, avoiding and compromising style of conflict management were exercised. From the finding we can conclude that they have a strong relationship between principals ‘conflict management strategies and teacher’s job satisfactions. Therefore, school principals should be able to increase their experience, knowledge of understanding organizational conflict and possible strategies of managing it in order to increase teacher’s job satisfaction.



Conflict Management Strategies and Its Implication for Teacher’s Job Satisfacion