Conflict Management Practices in Selected Government Primary Schools in Nifas Silk Lafto Sub-City, Addis Ababa
| dc.contributor.advisor | Aman Worku | |
| dc.contributor.author | Kassaye Aragaw | |
| dc.date.accessioned | 2026-06-26T13:46:31Z | |
| dc.date.available | 2026-06-26T13:46:31Z | |
| dc.date.issued | 2025-05 | |
| dc.description.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. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8576 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Conflict Management Practices | |
| dc.title | Conflict Management Practices in Selected Government Primary Schools in Nifas Silk Lafto Sub-City, Addis Ababa | |
| dc.type | Thesis |