Teacher-Principal Conflict and Perceived Influence on Students’ academic Performance in Government Secondary Schools of North Shoa Zone,Oromia Regional National State
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Date
2019-11
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AAU
Abstract
The purpose of the study was to assess teacher-principal conflict and perceived influence on
students’ academic performance in Secondary Schools of North Shoa Zone and to find the
constraints and problems of teacher-principal conflict and also to determine the alternative
sulutions for problems in the secondary school.The descriptive survey design was employed
to conduct the study. partcipants of the study were 212 teachers and 22 principals by using
sampling random sampling and purposive sampling tchniques.The data was collected by
using questionnaires, interview and document review. Both qualitative and quantitative data
analysis methods were employed in order to reach to the result. Seven supervisors and 16
students’ council chairpersons were also involved purpersively in the study. The statistics
were entered in to statistical package for social science (SPSS Version 24.0) software
analysis. The data obtained through questionnaire were analyzed and summarized using
statistical tools like frequency count, percentage, mean and standard deviation were
conducted. The study dealt that lack of constructive communication, unfair distribution of
school activity, teacher lack of professional commitment, shortage of teaching-learning
materials, teacher resistance in using new programand lack of participative decision making,
on students’ academic performance were the major contributed of conflict. Moreover, the
study revealed that teacher-principal conflict in secondary school is influenced students’
academic performance. In addition,the mechanisms that were most of the time used to
control and minimize conflicts were avoiding, accommodating, and competing. The
conclusion of the study showed that conflicts results lack of healthy communication and
discussion between teacher-principal that detolerate students learning which influences their
academic performance. The influences of conflict were result in lackof collaboration between
teachers and principals. In general ways by which schools were handling teacher- principal
conflict was inappropriate. Recommendations of the study were;supervisors have to provide
training for school principal and teacher. Woreda education offices have to provide training
for teacher and principal to aware influences of teacher-principal conflict. Similarly teacher
and principal have to use cooperative, collaborative and consultative conflict management
strategies in managing conflicts. Therefore, for the effectiveness of managing conflict
processes and for the purpose of getting balanced view of conflicts, special training for both
managers and teachers is recommended.