Conflict Management Practices in Selected Government Primary Schools in Nifas Silk Lafto Sub-City, Addis Ababa
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Date
2025-05
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Addis Ababa University
Abstract
This study explored how conflict is managed in selected government primary schools
within Nifas Silk Lafto Sub-City, Addis Ababa, Ethiopia. The main aim was to examine
the sources and types of conflicts occurring in school environments and to evaluate the
strategies used by school staff and other stakeholders to resolve them. Conflict in schools
is not uncommon and can negatively affect teaching, learning, and the overall school
climate if not handled properly. With this in mind, the study sought to understand not
only how conflicts arise and are dealt with, but also what gaps and challenges exist in the
current practices. A mixed-methods approach was used, combining both quantitative and
qualitative data. Questionnaires were administered to teachers, students, and school
administrators to gather structured and measurable information, while interviews were
held with selected teachers, parents, and local education officials to capture more
detailed and personal experiences. In total, 253 participants were involved across five
government primary schools and the Sub-City Education Office. Tools such as SPSS 20
and Excel helped with organizing and visualizing the data more efficiently. The findings
revealed that conflicts were mostly caused by poor communication between students and
teachers, misunderstandings among students, behavioral issues, and a lack of consistent
rules or fairness in school management. Teachers and administrators mainly relied on
traditional methods like verbal warnings, student punishment, or informal discussions to
manage conflicts. However, these methods often lacked follow-through or didn’t address
the root causes. There was little to no formal conflict resolution training, and most
schools did not have clear written policies or systems in place to manage disputes.
Parents also felt left out of the process, and students sometimes felt that their voices
weren’t heard. Despite these issues, many participants especially teachers and school
leaders expressed a strong willingness to improve the situation. They believed that with
the right training, better communication, and more structured approaches, conflict could
be handled in a healthier and more constructive way. The study recommends that schools
develop clear conflict resolution policies, offer training for staff, and create spaces for
open dialogue among students, parents, and educators. Encouraging collaboration and
consistent communication among all stakeholders could help build a more positive and
supportive school environment. The findings also serve as a helpful reference for future
research and discussions about school-based conflict management, especially in urban
public school settings like those found in Addis Ababa.
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Conflict Management Practices