Manging conflicts has become a serious issue gloablly and promting school leaders to be proactive in this domain of their adminstrative tasks is deemd a step in the right direction. The study sought to find out how Head teachers are dealing with conflict issues as they emerge in their day to day administrative duties. In all ten (10) Head teachers, one hundred (100) Teachers and nine (9) Circuit Supervisors took part in the study. Questionnaires, interviews, and observations were instruments used for data collection. The studies showed that majority of primary school Head teachers have not received orientation on conflict management since their appointment into office. In addition, most Head teachers saw conflict situations as opportunities for growth and self-development, however, they held to the view that it should not be entertained in schools.
Further findings pointed to the fact that Head teachers seems to lacked knowledge on conflict management issues in the academic and professional context, yet the perceived shortcomings have not adversely affected their practical conflict management activities in school. Based on the results of the study, it is proposed that; prior to their appointment Head teachers should be given orientation and training in conflict management; that issues of conflict management should be highlighted in the mainstream educational administration and leadership in schools. Finally, it is recommended that the Education Offices should conduct periodic survey on the state of interpersonal relations in schools and inject into the system the needed interventions where applicable.
Table of Contents
Introduction
Objectives and Research Questions
Methodology
Results and discussion
Conclusion
Objectives and Topics
The primary objective of this study is to examine the professional capacity of primary school headteachers in the Sekondi-Takoradi Metropolis regarding their knowledge, skills, and attitudes toward managing conflicts within their administrative duties.
- The assessment of headteachers' knowledge base regarding conflict management techniques.
- The investigation of headteachers' personal attitudes toward conflict situations in schools.
- The identification of administrative gaps in professional training for school leadership.
- The evaluation of the impact of interpersonal conflict resolution strategies on school climate.
- Recommendations for future administrative support and curriculum integration for school leaders.
Excerpt from the Book
Introduction
The school is seen as a formal organisation. Musaazi (1984) described formal organisations as possessing deliberately structured line of action towards specific goals. According to Amofa (1999) and Agyeman (1986), members of formal organisation share common purposes, communicate intentions and actions willingly towards the attainment of collectively established goals, objectives, and aspirations. Asiedu-Akrofi (1978) illustrates this statement with the relationship exiting between the school buildings, pupils, teachers and educational officers and the goal of promoting teaching and learning in the schools for the survival of communities. He looked at the willingness of the community to allow the children to go to the school and the understanding teachers have to impart specific knowledge as evidence harmonised set of mutual and common aspirations. Reasoning alongside Musaazi on the subject-matter, Agyarey (as cited by Amofa 1999) named the determinants of a formal organisation as definite population, definite territory, authority structure, social network of relations, unique culture, clearly defined objectives and purposes of the organisation.
Literature Agyarey (as cited to by Amofa 1999) and Musaazi (1984) show that the school is a formal organisation. It has the characteristics of a formal organisation. In the school organisation Head teachers are Chief Executives, consequently, they occupy the top position of the school’s leadership structure. This signifies the authority they process over the teachers and pupils. By virtue of this authority, Head teachers are held accountable for the success or failure of the school. In order to make the school a success, Head teachers are expected to fulfil a number of administrative tasks, which serve as bases for measuring their efficiency and competence as school managers.
Summary of Chapters
Introduction: This chapter defines the school as a formal organization and establishes the role of headteachers as Chief Executives responsible for managing human and material resources to attain educational goals.
Objectives and Research Questions: This section outlines the study's focus on the insights, knowledge base, and attitudes of headteachers regarding conflict management within the school setting.
Methodology: The chapter details the descriptive research design, the selection of ten primary schools via random sampling, and the instruments used, including questionnaires, tests, and interviews.
Results and discussion: This section presents and interprets findings showing that while headteachers lack formal training in conflict management, they maintain a positive attitude and effective interpersonal relations.
Conclusion: This final chapter synthesizes the study's findings, highlighting the need for formal orientation and training, and provides actionable recommendations for educational administrative bodies.
Keywords
Administrative tasks of Headteachers, Conflicts, Conflict Management, School organisation, Educational leadership, School administration, Human relations, Professional orientation, Teaching and learning, Interpersonal relations, Conflict resolution strategies, School climate, Primary school management, Institutional goals, Administrative competence.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines how headteachers in the Sekondi-Takoradi Metropolis of Ghana handle conflicts during their day-to-day administrative duties and assesses their technical readiness in this area.
What are the central thematic areas covered?
The research covers school organization, administrative tasks, the inevitability of conflict in professional settings, and the necessity of conflict management training for school leaders.
What is the primary objective of the study?
The objective is to determine if headteachers possess the necessary insights and knowledge to resolve conflicts and to understand their attitudes toward conflict as a school management component.
Which scientific methods were utilized in this study?
The study employed a descriptive research design using triangulated data collection through questionnaires, tests, observations, and interviews with headteachers, teachers, and circuit supervisors.
What does the main body of the work address?
The main body focuses on the theoretical framework of school management, the analysis of empirical data collected from schools, and a detailed discussion of the findings related to conflict knowledge and attitude.
Which keywords best describe the research?
Key terms include Conflict Management, Administrative tasks of Headteachers, School organization, Educational leadership, and Interpersonal relations.
Did the research find that headteachers are well-trained in conflict management?
No, the findings revealed that a significant majority of headteachers have not received any formal orientation or training in conflict management since their appointment.
Does the lack of formal training negatively impact the school environment?
Surprisingly, no. The study found that despite these knowledge gaps, headteachers manage to maintain good interpersonal relations and a peaceful school atmosphere.
What do the researchers recommend regarding the Education Office's role?
They recommend that the Education Office should provide formal orientation and training, conduct periodic surveys on interpersonal relations, and provide instructional manuals for conflict resolution.
- Quote paper
- James Sunney Quaicoe (Author), 2010, Conflict Management Practices Of Basic School Headteachers In Sekondi-Takoradi Metropolis In Ghana, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/295312
