CONFLICT MANAGEMENT AND LEADERSHIP FOR

ORGANIZATIONAL CHANGE IN WOGDIE WOREDA SECONDARY

AND PREPARATORY SCHOOLS

BY: TESHOME GETO DAWD

DEPARTMENT OF MANAGEMENT

COLLEGE OF BUSINESS AND ECONOMICS

DEBRE BREHAN UNIVERSITY

JUNE, 2018

DEBRE BREHAN, ETHIOPIA

CONFLICT MANAGEMENT AND LEADERSHIP FOR

ORGANIZATIONAL CHANGE IN WOGDIE WOREDA SECONDARY

AND PREPARATORY SCHOOLS

BY: TESHOME GETO DAWD

ADVISOR: TAMIRU FEYISSA

A THESIS SUBMITTED TO THE DEPARTMENT OF MANAGEMENT OF DEBRE

BREHAN UNIVERSITY FOR THE PARTIAL FULFILLMENT OF MASTERS OF

BUSINESS ADIMINISTRATION

DEPARTMENT OF MANAGEMENT

COLLEGE OF BUSINESS AND ECONOMICS

DEBRE BREHAN UNIVERSITY

JUNE, 2018

DEBRE BREHAN, ETHIOPIA

ii
 DEBRE BREHAN UNIVERSITY
SCHOOL OF GRADUATE STUDIES

APPROVAL OF THE THESIS

As members of Board examiners of the final MBA. Thesis open defense examination, we certify
that we have read and evaluated the thesis prepared by Teshome Geto Dawd entitled “Conflict
Management and Leadership For Organizational Change in Wogdie Woreda Secondary
and Preparatory Schools” and examined the candidate. We recommend that thesis be accepted
as fulfilling the thesis requirement for the degree of masters of MBA.

Board of Examiners

External Examiner ____________________ __________________

Internal Examiner___________________ ___________________

Chair person __________________ __________________

Date___________________

iii
 DECLARATION

I, the undersigned, declare that this thesis is my own original work and has not been presented in
any other university. All sources of materials used for this thesis have been duly acknowledged.

Name: Teshome Geto Dawd

Signature: ---------------------

Date:

iv
 DEBRE BREHAN UNIVERSITY

SCHOOL OF GRADUATE STUDIES

As Thesis Research advisor, I hereby certify that I have read and evaluated this thesis prepared,

under my guidance, by Teshome Geto Dawd, entitled “Conflict Management and Leadership

For Organizational Change in Wogdie Woreda Secondary and Preparatory Schools”. I

recommended that it be submitted as fulfilling the thesis requirement for the degree of masters of

Science in MBA.

Tamiru Feyissa __________________ ________________

Name Signature Date

v
ACKNOWLEDGEMENT

First and foremost, I would like to express my sincere heartfelt gratitude to my advisor Ato
Tamiru Feyissa for his constructive comments, advice, commitment, unfailing encouragement,
and guidance to conduct this study.

I would like to extend my deepest thanks to my best friends Moges Asres, Salman Desalegn,
Nuredin Endre, Tesfaye Alebachew, Wubale Asefa, Meseret Yihenew for their support and
encouragement throughout my graduate studies and this research work. Andarge Eshste my best
friend, you supported me by showing how to insert the data in the SPSS and how to analyze and
interpret it.

Moreover, I wish to express my thanks to all my friends, wogdie woreda sample Secondary
School principals, cluster supervisors, teachers, Woreda education office experts for their
cooperation in giving necessary information, by filling my questionnaire, giving interview and
providing my documents .

I would like to express my profound gratitude to my beloved father, Geto Dawd who shared all
life burdens during my stay in the graduate studies.

Last but not least the researcher shall remain grateful thank to my mother Workneshi Mebri who
offered me the opportunity of education from childhood up to young stage, which is basis for
present higher-level education. I also express my thanks to my wife Halima Ebrahim , my
brother Gashaw geto, my sisters Meka Geto and Yeshiwork Geto for their material support and
encouragement. Had it not been for these all people’s support, my stay in this school could not
have been in this stage.

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Table of Contents
APPROVAL OF THE THESIS............................................................................................iii

DECLARATION................................................................................................................iv

ACKNOWLEDGEMENT ...................................................................................................vi

LIST OF TABLES..............................................................................................................xi

LIST OF FIGURES ...........................................................................................................xii

ACRONYMS ...................................................................................................................xiii

ABSTRACT.....................................................................................................................xiv

CHAPTER ONE .................................................................................................................1

1 INTRODUCTION............................................................................................................1

1.1 Background of the Study...............................................................................................................................................1

1.2 Statement of the Problem ..............................................................................................................................................4

1.3 Basic Research question ................................................................................................................................................5

1.4 Objectives of the Study..................................................................................................................................................5

1.5 Significance of the Study ..............................................................................................................................................5

1.6 Delimitation of the Study ..............................................................................................................................................6

1.7 Limitation of the study ...................................................................................................................................................7

1.8 Definitions of Key Terms..............................................................................................................................................7

1.9. Organization of the Study ............................................................................................................................................8

CHAPTER TWO ................................................................................................................9

2. REVIEW OF THE RELATED LITERATURE ..................................................................9

2.1 Definition of Organizational Conflict .......................................................................................................................9

2.2 Sources of Conflict in School ...................................................................................................................................10

2.2.1 Structural Factors.......................................................................................................................................................10

2.2.2 Personal Factors .........................................................................................................................................................10

2.3 Types of Conflicts.........................................................................................................................................................11

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 2.4 Conflict Outcomes ........................................................................................................................................................12

2.4.1 Positive outcomes of conflict ................................................................................................................................12

2.4.2 Negative outcomes of conflict...............................................................................................................................13

2.5 Human Nature and Conflict Management ............................................................................................................13

2.6 Management of organizational conflicts in schools ..........................................................................................15

2.7 Leadership and Conflict Management ...................................................................................................................16

2.8 Conflict Management Styles .....................................................................................................................................17

2.8.1 Avoiding Conflict Handling Style .......................................................................................................................18

2.8.2 Compromising Conflict Handling Style ............................................................................................................18

2.8.3 Collaborating Conflict handling style.................................................................................................................19

2.8.4 Accommodating Conflict Handling Style .........................................................................................................19

2.8.5 Competing Conflict handling style......................................................................................................................20

2.9 Leadership styles ...........................................................................................................................................................20

2.9.1 Autocratic leadership style .....................................................................................................................................21

2.9.2 Bureaucratic Leadership Style ..............................................................................................................................22

2.9.3 Democratic or participative leadership style ....................................................................................................22

2.9.4 Laissez faire leadership style .................................................................................................................................23

2.10 Conflict Management and Organization Change .............................................................................................24

2.11 Importance of Leadership on Conflict management and Organization Change....................................25

2.12 Conflict Resolution in Ethiopia ...........................................................................................................................27

2.13. Conceptual Framework ........................................................................................................................................28

CHAPTER THREE...........................................................................................................29

3. RESEARCH METHODOLOGY ....................................................................................29

3.1 Introduction.................................................................................................................29

3.2 Design of the study .......................................................................................................................................................29

3.3 Area of the study ...........................................................................................................................................................30

3.4 Population of the study................................................................................................................................................30

3.5 Sample Size and Sampling Techniques .................................................................................................................31

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 3.6 Source of Data................................................................................................................................................................32

3.6.1 Primary sources of data ...........................................................................................................................................33

3.6.2 Secondary sources of data ......................................................................................................................................33

3.7 Data collection Instruments .......................................................................................................................................33

3.7.1 Questionnaires ............................................................................................................................................................34

3.7.2 Interview.......................................................................................................................................................................34

3.7.3 Document Analysis...................................................................................................................................................35

3.8 Procedures of Data collection ...................................................................................................................................35

3.9 Data analysis Techniques ...........................................................................................................................................36

3.9.1 Quantitative Data .......................................................................................................................................................36

3.9.2 Qualitative Data .........................................................................................................................................................36

3.10 Pilot Test........................................................................................................................................................................37

3.11 Ethical consideration .................................................................................................................................................38

CHAPTER FOUR.............................................................................................................39

4 DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSION .........39

4.1 Demographic Characteristics of Respondents .....................................................................................................39

4.2 Conflict Management and Organization Change ...............................................................................................44

4.2.1 Working collaboratively with other teachers to manage conflict that exist in school ........................44

4.2.2 Causes of conflict in wogdie secondary and preparatory schools.............................................................48

4.2.3 Type of conflict more occur in wogdie secondary and preparatory school ...........................................50

4.2.4 Effect of conflict on the organization change ..................................................................................................51

4.2.5 Conflict management strategies/style ...........................................................................................................56

4.2.6 Leadership styles on Conflict management and Organization Change ...................................................58

4.3 Challenges of Conflict Management and Leadership for organization change........................................59

CHAPTER FIVE ..............................................................................................................61

5 SUMMARIES, CONCLUSION AND RECOMMENDATION ..........................................61

5.1 Summary of Major Findings .....................................................................................................................................61

5.2 Conclusion.......................................................................................................................................................................64

ix
5.3 Recommendation...........................................................................................................................................................66

REFFERENCE BOOKS ......................................................................................................................................................A

Appendix-1................................................................................................................................................................................F

Appendix-2 .................................................................................................................................................................................J

x
LIST OF TABLES
Table. 1. Names of school and population size. ............................................................................31
Table 2.Names of school, sample size and sampling Techniques .................................................32
Table 3.Characteristics of the respondents by sex and age ...........................................................39
Table 4. Characteristics of the respondents by Educational Qualification and years of service .40
Table 5.Characteristics of teachers by area of specialization, current teaching, teaching loads per
week and their career position .......................................................................................................42
Table 6.Marital Status of the respondents .....................................................................................43
Table 7. Respondent’s interaction to school community..............................................................44
Table 8. Areas of collaboration among Teachers ..........................................................................45
Table 9. Perception of Respondent towards the Causes of Conflict..............................................48
Table 10.Responses of Teachers towards the Level of conflict ....................................................50
Table 11.Responses of Teachers towards Negative effect of conflict:..........................................51
Table 12. Responses of Teachers towards Positive effect of conflict: ..........................................53
Table 13. Perception of teachers towards Conflict management strategies/style:.........................56
Table 14. Perception of teachers towards Leadership styles for conflict management.................58

xi
LIST OF FIGURES
Figure 1.Conceptual Frame Work ………………………………………………………………………………………………28

Figure 2.Map of Wogdie woreda...............................................................................................................300

xii
ACRONYMS
ACRM—Alternative Conflict resolution Mechanism

ESDP--Education Sector Development Program

MOE--Ministry of Education
WEO--Woreda Education Office
NGO--Non-Governmental Organizations
LAMP--Leader ship and Management Program

REO—Regional Education Office

SPSS---Statistical Package for Social Science

ZED—Zone Education Department

xiii
ABSTRACT
The main purpose of this study was to analysis Conflict Management and Leadership for
Organizational Change in Wogdie Secondary and Preparatory Schools of wogdie woreda. The
study employed descriptive method with both quantitative and qualitative approaches. Purposive
sampling technique was used to select school principals, supervisor, and Woreda education
office experts and Teachers were selected based on stratified sampling based on their
experiences and sex. All the necessary data required for this study were gathered from both
primary and secondary sources. The data gathering tools employed were questionnaire,
interview as well as document analysis. In organizations, conflict is regarded as the presence of
discord that occurs when the goals, interests or values of different individuals or groups are
incompatible and frustrate each other’s attempting to achieve objectives. There are different
views surrounding the origin of conflict in organizations and institutions. From the draw of
creation mankind has been presented with conflict. Conflict appears to be inevitable; once there
is human interaction conflict seem to fester. This paper seeks to describe the concepts of conflict
management, leadership and conflict in organizations and conflict management and
organizational change. This paper will analyze the elements of a conflict management process
and leadership organizational change and the benefits of managing conflict. The researcher
holds that leadership approaches are the key important factors for conflict management.
The findings of the study concluded that Conflict Management and Leadership for
Organizational Change was not implemented successfully due to the negative perceptions of
teachers, the lack of stakeholders support, work load, lack of sufficient resources and many
more affecting factors.

Keywords: Conflict, causes of Conflict, conflict management, Leadership and conflict

management, conflict management and organizational change.

xiv
 CHAPTER ONE

1 INTRODUCTION

1.1 Background of the Study

Conflict, is a social phenomenon that takes place between or among individuals, groups,
organization and nations (Rubin, 1994), it is an inseparable part of human and social life.
Conflict, which is a process that occurs when an individual or a group realizes that their interests
are obstructed or negatively influenced by others (Wall and Callester, 1995). It is experienced as
a result of disagreements and inconsistencies during interpersonal interactions (Rahim, 1983).
Conflict which may occur as a result of various reasons between two or more persons or in a
group (Koçel, 2003). As can be seen from the definitions, the concept of conflict is regarded as a
negative situation and a process. In general, conflict is a two-dimensional dynamic process that
needs to be perceived by the parties and there are difficulties in this process to select from among
two or more options.

Conflicts, which are destructive phenomena to be avoided according to traditional view, are
positive forces and necessary for organizations today to continue their existences (Robbins and
Judge, 2012). Conflicts are not desired and generate failure simply because they are not managed
well and therefore generate negative results. Therefore, the focus should be on how to manage
the process instead of how to define it as a concept. In other words, how conflicts are resolved,
which approach should be used and where it should be used to manage conflicts are crucial.
Conflict management uses the following approaches: accommodating, compromise,
collaborating, avoidance and confrontation (Rahim, 1992). In collaborating/integration approach
the individual acts to satisfy her own needs without considering the influence of others and in
compromise approach, she is believed to have the desire to fully satisfy the interest of the parties
that take part in the conflict. In avoidance approach, the individual avoids the conflict or wants to
suppress it although she is aware of the conflict. In accommodating approach, one of the parties
in the conflict desires to value the other party’s interests over her own.

The approaches used to resolve conflicts in a positive manner are crucial for organizational life
because lack of success in conflict resolution will not only cause breakdown in the relationships

1
among the personnel, it will also affect their performance, motivation and efforts negatively.
Therefore conflicts will also reflect on organizational goals. In this context, it is crucial to take
necessary precautions to prevent conflicts to occur and to generate and implement solutions to
satisfy both parties in case conflicts occur. The most important role and responsibility in this
process belong to the managers/principals as well as the individuals in conflict(Rahim, 1992).

Conflict which inevitably occurs in daily life everywhere where men life is an indispensable
reality of school life where human relationships are experienced at the highest level. Many
personnel and students with different characteristics spend their time together at schools.
Conflict is inevitable between both teachers and students at schools where differences in culture,
personality, values, beliefs, attitudes, needs, preferences, goals, interests and power come
together. This is an important problem faced especially by teachers followed by management,
counseling and guidance teachers and parents (Turnbuckle, 2002).

Today we have many positive and negative stimuli in terms of social and cultural, factors as well
environmental and individual conditions, and conflict is one of the issues on which school
administrators and teachers spend a lot of time. When they cannot acquire the necessary skills,
administrators and teachers who cannot overcome conflict situations will be entrapped by one of
the most important problems that can steal away the time that should be spent on instruction
(Argon, 2014).

Conflicts can takes place between administrators-teachers, teachers-teachers, teachers-students or

parents-parents or among the students. It should be kept in mind that regardless of the type of
conflict or the group that take part in it, conflicts will deepen and be more complicated unless
they are resolved and people involved in the conflict will experience negative feelings (Argon,
2014).

This will negatively affect the job performances of the personnel and will decrease the quality of
education and training at schools. The current study, undertaken in line with the literature,
examined and discussed the conflicts experienced at school based on teacher Views. In this
respect, the study aimed to determine teacher views regarding the conflicts experienced at
schools, the reasons behind conflicts, the impact of conflict on teachers and the responses
conflict generates.

2
Dealing with conflicts is a great challenge to management. Conflicts commonly arise when
employees interact in organizations and compete for scarce resources. At all levels of
management, there is conflict. Leaders are the most considered source of conflict in many
organizations. In social life, conflicts do occur but family members, friends and relatives manage
them. The same case applies to organizations, when conflicts arise; it needs to be resolved by
management for the sake of the organizational growth, survival and enhance performance.
Conflicts are rarely resolved easily, to a certain extend most conflicts are managed, as
individuals work out differences (Barker et al. 1987).

The organizational conflict management phenomenon lacks in organizations, while they occur in
multiple formats in different social systems. These systems seek to work in order to achieve
some defined goals. Conflict may involve individual or group disagreements, struggles, disputes,
quarrels, or even physical fighting and wars. It ranges from work issues of responsibility, power,
authority, and ethics to interpersonal matters like misunderstandings, difference of opinion and
poor communication between two persons. Conflict can be harmful to employee satisfaction and
job performance if it becomes excessive and unmanageable. Conflict also rampantly occurs at
school. Principals have experienced with many problems of school administration such as
financial problem, school climate and school facilities. Conflict management is a part of school
administration problem. Conflict happens whenever and wherever in school hence principal’s
decision making can influence everyone and control the situation to get better or worse (Bawab,
1986).

Unresolved conflicts can lead to job dissatisfaction, high absenteeism and turnover, prolonged
disruption of activities, and lack of concerted effort by organization members. Hence, this
research is based on the idea that identifies emerging conflicts in various educational institutions
of wogdie. It further seeks to resolve these conflicts and reduce them by adopting different
managerial strategies. Therefore, the aim of this study is to examine conflicts and its effects on
organizational change. It specifically tries to examine the causes, types, and effects and the
various conflict management strategies to enhance organizational change.

3
1.2 Statement of the Problem

In organizations, conflict is regarded as the presence of discord that occurs when the goals,
interests or values of different individuals or groups are incompatible and frustrate each other’s
attempting to achieve objectives. Conflict is inevitable part of organizational life since the goals
of different stakeholders such as managers and staff are often incompatible (Rahim, 2001).
Today, schools suffer from management problems that lead to conflicts among teachers, whether
they are for a personal reason, academic, administrative or social. While conflicts are not always
condemnable, their existence within a certain confinement seems acceptable (Bawab, 1986).
Principals have experienced with many problems of school administration such as financial
problem, school climate and school facilities. Conflict management also is a part of school
administration problem. Conflict happens whenever and wherever in school hence principal’s
decision making can influence everyone and control the situation to get better or worse (Cetin &
Hacifazlioglu, 2004). Teachers are responsible to help their principals to solve conflict in
school. The resolved conflict cannot happen without teachers understanding and cooperation.
Therefore, teachers also should know the strategy for solving conflict and try to solve it before
the expansion of conflict. The researcher believes that if the principal and teacher can control and
solve the conflict management in the school, the effectiveness and efficiency task such as
administration, teaching and learning will be improved (Argon, 2014). For this reason, the
researcher is interested to study conflict management among the principals at wogdie secondary
and preparatory schools in wogdie woreda, South Wollo Zone.

Farther more, from the researcher five year teaching and learning experience at wogdie
preparatory and secondary school, the researcher observed poor implementation of conflict
management and leadership program and also realized that there is no any scientific study which
conducted in the study area. Thus, the purpose of this study is to analyze conflict management,
and leadership for organizational change in selected schools.

4
1.3 Basic Research question

The following basic research questions would formulate to guide the study toward finding
Solutions to the problem. More specifically, the study attempts to answer the following research
questions:

1. How is conflict management in the schools?

2. What is the leadership style followed in the schools?
3. How is organization change in the schools?
4. What is the relationship between conflict management styles with the leadership styles for
organization change in the schools?

1.4 Objectives of the Study

The main research objectives are given below:
 To analyze conflict management in the schools
 To investigate the leadership style followed in the schools
 To examine organization change in the schools
 To examine the relationship between conflict management with the leadership styles for
organization change in the schools

1.5 Significance of the Study

Significance refers to the relevance of the research to some aspect of a profession, its
contribution towards improving the knowledge base on a profession, and its contribution towards
evidence-based practice that stated by Kothari ( 2004). Thus, this study will be paramount
importance for these different groups involve conflict management and leadership for
organizational change. School managements promote the emergence of organizational conflict in
order to encourage principals to create an acceptable atmosphere to be able to deal with conflicts
successfully within educational institutions as means to increase efficiency, skill and innovation.
Thus the findings of this study will be useful to the stakeholders including:

The Woreda administration: Based on the recommendation of this study they will have new
direction in formulation and implementation of policies, facilitating training that improves

5
conflict management and leadership for organization change and they can also use the findings to
deal with the problems and bring changes.

The organizations community: The findings of this study can help principals, teachers, and
supervisor and WEO experts of the school with insight of conflict management and leadership
for organization changes. It may raise awareness about the most determinant variables that can
influence organization changes and enhance a sense of responsibility for reviewing the
leadership styles and conflict management styles in their organization to obtain high organization
change.

School Leaders: The research findings will help school leaders to exercise good conflict
management styles and leadership styles for organization change and important to create
awareness about the most determinant factors that build organizational commitment at wogdie
Woreda secondary and preparatory school.

Future Researchers: The study also provides a base line data to those who may desire to conduct
research to analysis conflict management and leadership for organization change. Similarly,
findings may hope fully assists in enriching the existing literature on the issue of conflict
management and leadership for organization change.

1.6 Delimitation of the Study

Delimitations describe the scope of the study or establish parameters or limits of the study. The
study conducted in Wogdie Woreda which is found in Amhara Region in the northern part of
Ethiopia and the Eastern part of the regional town of Bahir Dar city. It is found 580 km from
Addis Ababa, the capital city and 180 km from Dessie, capital city of South Wollo zone. The
Woreda capital city is called Wogdie. The city is bordered by Eastern Gojam in the West, Kelela
in the South, mekane selam and sayint in the north Leganbo (Akesta) in the East. In this Woreda
there are three secondary schools including preparatory. These are wogdie secondary and
preparatory, Lemi secondary school, and Gorenje secondary school. The study was delimited in
wogdie secondary and preparatory, Lemi secondary school, and Gorenje secondary school.

In this study there are two variables, one dependant variable (organization change) and two
independent variables (conflict management style like Competing, Collaborating, Compromise,
Avoiding and Accommodating and leadership style such as Laissez-faire style , Democratic
style, Autocratic style, Bureaucratic style). Independent variables are the variables that can use as

6
an input for the successive implementation of the dependent variable, while dependent variables
are variables that cannot stand alone.

1.7 Limitation of the study

The researcher was face some challenges like to cover all independent variable (leadership and
conflict management) and dependant variable (organization change). Leaders were busy due to
multiple leadership roles and other urgent activities. Moreover, the other challenges of this
research were related to data gathering. The challenges were the non-availability of respondents
due to various reasons including, most of the Teachers, Principals, Cluster supervisors, Woreda
Education Office Experts were burdened by routine office and teaching activities and they were
not devote to fill the questionnaires and interviews on time.

There was reluctance of some teachers to return the questionnaire by the time table set at the
beginning. However, it takes more time than expected, the researcher tried to minimize the above
stated limitations through different mechanisms: showed the importance of the study for future,
arranged the contact on their off times and waited to the respondents to finish their activities.
Lastly the researcher was examined his study based on the respondents’ interest and exposure to
get real information in order to get precise information about the themes of the study.

1.8 Definitions of Key Terms

The meanings of terms may vary depending on the context in which they are used. In this study
the following terms would used as defined below:

 Leader- is a person who is appointed or employed by the organization to lead or influence

others to accomplish the objectives of the organization (Reinke, 2009).
 Leadership-is a process by which an individual influences a group of individuals to achieve a

common goal (Northouse, 2010).

 Leadership style: refers the pattern of behaviors leaders use in motivating people, providing
direction and achieving objectives (Northouse, 2010).
 Autocratic leadership style: refers a Style which more emphasis on performance and Low
emphasis on people (Reinke, 2009).
 Bureaucratic Leadership Style: refers a Style which more emphasis on procedures and Low
emphasis on people (Reinke, 2009).
 Democratic leadership style: refers a style leadership which Focus more on people and there
is greater interaction with in the groups (Richard, 2001).

7
 Laissez-faire leadership style refers to leading method in which leaders let employees to do
what they think is important (Reinke, 2009).
 Public organizations: Are an organization established to provide service for the public and
funded by governmental budget.
 Challenges: - difficulties to implement conflict management and leadership for organization
change.
 Conflict: - situations in which teachers, principals or schools are involved in a serious
disagreement or argument (Schramm-Nielsen, 2002).
 Facilitators: - are experienced teachers who teach at highest level of teachers’ career stage
that are selected by teachers to implement conflict management and leadership for
organization change.
 Strategy: - a plan that is intended to achieve a particular purpose that is conflict management
(Follett, 1940).

1.9. Organization of the Study

As has been stated, the purpose of this study is to analysis conflict management and leadership
for organizational change in selected secondary and preparatory schools and presented in five
chapters as described in the following paragraphs: The first chapter, which is the introductory
part of the study, embraces introduction, statement of the problem, the objectives of the research,
the research questions, and significance of the study, definition of terms and organization of the
study. The second chapter presents an extensive review of related literature.

The third chapter discusses the design and methodology to be used for conducting the study. It
dealt with such issues as the population, sample, research design, research instruments,
procedures of data collection, problems encountered during the data collection process and the
ways of organizing, analyzing and interpreting data. The fourth chapter dealt with presentation,
analysis and interpretation of the data that collected from primary and secondary sources through
various data gathering instruments. The last chapter, which is chapter five, describes a summary
of the findings of the study as well as the conclusions and recommendations made.

8
 CHAPTER TWO

2. REVIEW OF THE RELATED LITERATURE

2.1 Definition of Organizational Conflict

As defined by Qaryouti (2009) conflict is referred to a situation where one of the parties causes a
negative impact on the other party through influence in order to gain personal benefits. Conflicts
arise as a result when different individuals are protecting their jobs and being especially
inquisitive about others. Khudairi (2010) found that conflict is a philosophy consistent with the
fact that a human lives on greed and love, and takes all measures to achieve it. Jawad (referred to
in Momani, 2006) defined conflict as “a case of gradually increasing acceleration in the attitude
of parties from a position of disciplined attitude to a position other than disciplined”.

Wright (1990) stated that the word conflict is derived from the Latin word configure meaning to
strike together. It was anticipated that conflict may occurred in a physical sense when two or
more different things moves to occupy the same space at the same time which there is logical
inconsistency and the process of solution are identical. Laue (1990) expressed that conflict may
arise when wants, needs and beliefs between two or more parties struggle to agree.

Chung & Megginson (1981) mentioned that conflict happens whenever disagreements exist in a
social situation over issues of substance, or whenever emotional antagonisms create frictions
between individuals or groups.

Schramm-Nielsen (2002) defines a conflict as a state of serious disagreement and argument

about something perceived to be important by at least one of the parties involved.

According to Fajana (1995), conflict can be defined as a disagreement between two or more
parties who perceive that they have incompatible concerns. It exists whenever an action by one
party is perceived as preventing or interfering with the goals, needs or actions of another party.

Mullins (2005) sees conflict as behavior intended to obstruct the achievement of some other
person’s goals. According to this author, conflict is based on the incompatibility of goals and
arises from opposing behaviors. It can be viewed at the individual, group or organizational level.

9
Conflicts exist whenever an action by one party is perceived as preventing or interfering with the
goals, needs, or actions of another party. Conflict can arise over a multiple of organizational
experiences, such as incompatible goals, differences in the interpretation of facts, negative
feelings, differences of values and philosophies, or disputes over shared resources. As defined
above conflict tends to be associated with negative features and situations which give rise to
inefficiency, ineffectiveness or dysfunctional consequences.

2.2 Sources of Conflict in School

According to champoux(2003) that explained Organizational conflict occurs at several levels and
appears in different forms. Rahim (2001) divided organizational conflict into two types: Intra-
organizational conflict which occurs within the organization and inter-organizational conflict
which occurs between two or more organizations, including education institutions.

Mohamad Johdi and Raman (2011) affirmed that conflict cannot be evaded even in education as
schools and colleges are a part of organizations. If conflict which arises in schools and colleges
are not taken care of it will affect the educators as well as the students by creating unwanted
divergence in their learning environment. Basically, the factors of organizational conflict in
school can be classified into two main categories: structural factors, which relate to the nature of
the organization and the way in which work is organized; and personal factors, which relate to
differences between organizational or school members.

2.2.1 Structural Factors

Auerbach and Dolan (1997) identified structural aspects of an organization which are likely to
cause conflicts. They are specialization, common resources, goal differences, interdependence,
authority relationships, status differences, jurisdictional ambiguities, and, roles and expectations.

2.2.2 Personal Factors

According to Auerbach & Dolan (1997), and, Rahim (2001) stated that the most common
personal factors associated with organizational conflict are skills and abilities, personality
conflicts, perceptions, diversity, and personal problems.

10
2.3 Types of Conflicts

According to Schmidt (1974), it is possible to identify four types of conflict that might occur in
organizations. Conflict can occur on several levels in an organization. These are:

1st: Intrapersonal Conflict: Intrapersonal conflict occurs within an individual. The experience
takes place in the person’s mind. Hence, it is a type of conflict that is psychological involving the
individual’s thoughts, values, principles and emotions. Interpersonal conflict may come in
different scales, from the simpler mundane ones like deciding whether or not to go organic for
lunch to ones that can affect major decisions such as choosing a career path.

Furthermore, this type of conflict can be quite difficult to handle if you find it hard to decipher
your inner struggles. It leads to restlessness and uneasiness, or can even cause depression. In
such occasions, it would be best to seek a way to let go of the anxiety through communicating
with other people. Eventually, when you find yourself out of the situation, you can become more
empowered as a person. Thus, the experience evoked a positive change which will help you in
your own personal growth.

2nd: Interpersonal Conflict: occurs when two people have incompatible needs, goals, or
approaches in their relationship. Interpersonal conflict is likely occurring when individuals are
competing for the same resources, such as promotions, work facilities, or work assignments.
Interpersonal conflict is also likely in groups that are heterogeneous. Heterogeneous could be
either diversity of the work force or people representing different functions (for example cross
functional team). Interpersonal conflict refers to a conflict between two individuals. This occurs
typically due to how people are different from one another.

We have varied personalities which usually results to incompatible choices and opinions.
Apparently, it is a natural occurrence which can eventually help in personal growth or
developing your relationships with others. In addition, coming up with adjustments is necessary
for managing this type of conflict. However, when interpersonal conflict gets too destructive,
calling in a mediator would help so as to have it resolved.

3rd: Inter Group Conflicts: are conflicts between two or more groups in the same organization.
Intergroup conflict occurs when there are differences in values, goals, or needs between two or
more groups in the organization. Competition for scarce resources is a common source of

11
intergroup conflict. Intergroup conflicts in organizations also often arise between line employees
and staff employees. Line and staff conflict is conflict arising from the role and perceptual
differences between the two groups. Intergroup conflicts occur for four reasons:

 The groups are interdependent;

 The groups have different goals;

 The groups perceptions are different;

 The groups share the common resources; and

4th: Inter-Organizational Conflicts: are conflicts between two or more organizations. An
example of inter-organizational conflict is corporate takeover attempt whereby one organization
tries to take control over another organization. Such conflict may also arise because of
competition and controlling resources among organizations. From the above classification of
conflict, interpersonal conflict is dominated in wogdie preparatory and secondary school.

2.4 Conflict Outcomes

Schmidt (1974) conducts a study on group of executives and came out with the following
positive and negative outcomes of conflict.

2.4.1 Positive outcomes of conflict

Better ideas are produced, people were forced to search for new approvals, long standing
problems surfaced were dealt with, people were forced to clarify their view, the tension
stimulated interest and creativity, motivates change, promotes organizational vitality, helps
individual and groups establish identities, and that people had a chance to test their capacities.

Generally positive outcomes of conflict are:

 Increased motivation and creativity.

 Healthy interactions/involvement stimulated.

 Number of identified alternatives increased.

 Increased understanding of others and People forced to clarify ideas more effectively.

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2.4.2 Negative outcomes of conflict

Ababneh (2008) observed that there are those who find positive effects of a conflict and others,
who find a negative impact. Shehadeh (referred to Shalabi, 2011) contended that the word
conflict itself, carries a negative meaning when you hear, attend to, or imagine a listener’s image
of confrontation and anger. Shalabi (2011) was of the perception that negative effects of conflict
stems from a negative emotion that can be very frustrating, and that the conflict hinders
communication between individuals, groups and sections which may lead to suspension of
coordination among them.

We conclusion that Negative Outcomes of Conflict are:

 Decreased productivity.

 Relevant information not being shared.

 Unpleasant emotional experiences.

 Environmental stress.

 Excessive consumption of time.

 Decision-making process disrupted.

 Poor work relationships.

 Misallocation of resources.

 Impaired organizational commitments.

2.5 Human Nature and Conflict Management

Human nature is the human condition outside of organized society or civilization. The liberty
each man has to use his power, as he will himself, for the preservation of his own nature every
man has a right to everything; even to one another’s body. We are all born with conflicts and for
conflicts. Conflicts are part of human consciousness in all aspects of life. One cannot avoid
conflict, whether at home, at the office, or when watching television news.
In human conception, conflict is considered as neither bad nor good wrong or right. It is the
participants to establish the meaning and attach value definition to it. People determine results of
conflict situation by their feelings, beliefs, and values for those persons involved. People are the

13
real determinants of the meaning of conflict; they overlook the roles of the participants and lose
the ultimate capability of stimulating conflict.

Researchers have discovered that conflict might be interpersonal or inter-group influences.

Where by interpersonal conflicts occur between supervisor and his subordinate or between two
individuals at the same level of the organizational hierarchy. It is a situation of competition in
which the parties are aware of the incompatibility with the wishes of the other about something
perceived to be important by at least one of the parties involved (Russell and Peppers, 1976).

The decisions we take, the choices we make are not always going to be calm and assured, or in
fact agreed. The reality of decision-making has always got to be touched by the notion that
internal conflict appears to be a burden that we must bear, however it may also play a crucial part
in the way that we develop our existence especially in the way we co-exist with others. People
were first grouped in family, extended to tribes and later to societies/community that has large
degree of concern, and collaboration between them. With population increasing and the end of
face-to-face relationships in decision-making, competitive territorial and property acquisition and
conflicts of interest inevitably conditioned social relationships (Burton, 1998).

Further he stated that it would be seen that consideration of a human element has extensive
implications and is basic to thinking about the nature of conflict and its resolution. If there are
human needs that have to be accommodated, then conflict control will have to give way to quite
different processes, which seeks the source of conflict and the environmental conditions that
promote conflict, leading to institutional change. Conflict will have to be defined as a problem to
be resolved rather than a situation in which behaviors have to be controlled (Burton, 1998).

Likewise, supporters of a dictator, members of an ethnic group at war, followers of a religion or

ideology can easily find instances of where their people or ideas have done good, and get angry
when one brings up the seemingly insignificant or irrelevant instances where they have done
wrong ( Chris ,2009).

Persons knowing their limitations are the way that they can overcome them, proving themselves,
and to reaching one’s potential, just like one can do in work place for a specific task or job.
Workplace conflict can broadly be considered to fit into two categories, the first being "when
people's ideas, decisions or actions relating directly to the job are in opposition," and the second
being a situation "when two people just don't get along." The latter, often referred to as a "clash"

14
of personalities, can be the most difficult to address, because strong emotions get mobilized
based on negative perceptions about another person.

We should understand that when a personalized conflict is identified it is important to redirect

attention and energy into specific issues relevant to the job that can be worked through, and to set
clear expectations on acceptable behaviors and consequences for inappropriate behaviors. The
earlier this is done the more likely that a positive outcome will be achieved, as personalized
conflicts tend to get worse over time as each person looks for problems in the other and finds
reasons to back up their negative perceptions. Alliances can develop in teams in support of one
or other of the people in conflict.

2.6 Management of organizational conflicts in schools

The chief executive or a school manager, that is, the principal, is responsible for the overall
organization, control and maintenance of standards in the school. A principal is therefore, a
manager of school and is accountable for all that happens in the school. He is in charge of a
community of variety of staff and students and it is to her/him that they look upon for guidance
and direction (Iravo, 2002).

Kochhar (1988) emphasizes the importance of the principal whom he notes is the key
cornerstone in the arch of school management and has the steering wheel in his hands. Kochhar
asserts that the principal should be a group leader who knows how to involve people, arrange
conditions and initiate process that bring out the best in each participant, that is the school
personnel who include employees (teachers, non-teaching staff), and the students.
The principal stimulates the teamwork, co-ordinate their efforts, plans what to be done, directs
the finding of solutions to common problems of the institute and evaluates performance to get
reason for failure or success.

Kochhar (1988; 125) continues to assert that Schools are bad or good, in a healthy or unhealthy,
mental, moral and physical condition flourishing or perishing, as the principal is capable,
energetic, of high ideals or the reserve. Schools rise to fame or sink to obscurity as greater or
lesser principals have charge of them. It is said “The school is as greater as the principal because
everything in the school, the plant, the staff, the curriculum, methods and techniques of teaching
among other human relationship, bear the impress of his/her personality and the way conflict

15
resolutions are handled”. Schools do not become great because of magnificent buildings but
because of magnificent principals who are keen on the role of management in conflict resolution.
The principal therefore occupies a very significant office in any educational system.

To be effective he needs, among others: drive, energy, vision, personality and management in
conflict resolution technique. Organizations, especially large and complex ones employ different
groups of people who have to be coordinated in the best way possible in order to achieve both
individual and organizational goals. This means that the management has to create an
environment in which members can cooperate with each other. However, work groups usually
have a tendency to compete for limited resources, power and status, to the extent of disrupting
the cooperative efforts. Besides internal conflict, management also faces conflict from external
forces.

According to Griffin (1994), a principal's public and professional reputation will depend more on
the standard of stability in his school than on any other single factor that is, good stability brings
good results in every field of school endeavor.

A principal who lets any form of conflict out of his hands is risking trouble. Should an instance
of mass conflict occur, the wise principal will resist the temptation to find a scapegoat, be it the
Ministry of Education, the board of governors, politicians, parents and staff, but will instead take
a long hard look at his own conflict management methods. If his school becomes unstable in any
way, then it implies that, foundations of management in conflict resolution were not established
in the school, and the blame for this is his/hers.

2.7 Leadership and Conflict Management

Leadership involves defining and communicating an organization’s long-term vision and mission
while conflict resolution typically deals with the situation at hand. By articulating what you want
to accomplish, providing support for talented subordinates, overcoming obstacles, exploiting
opportunities, demanding excellence, behaving ethically, you set a good example for your
organization. An effective leader builds teams that work well together. As a leader, you facilitate
the resolution of conflicts that distract the team members, decrease productivity, and destroy
motivation and lead frustration and anger. Leaders also should recognize that some conflict is
natural and necessary to produce innovative solutions to problems, encourage meaningful

16
communication between team members and leads to clarification and cooperation (Duggan,
2013).

Leader is someone who uses his or her influence to improve his organization managing conflict
and change. Leaders are found in homes, hospitals, schools, colleges and churches to name a
few. To attain established goals, organizations bring leaders as well as workers of different
background and personalities into contact with each other. Azamosa (2004) observed that
conflicts involve the total range of behaviors and attitudes that is in opposition between
managers and workers. To have a viable institution and organization conflict management, there
must be cooperation among leaders. Because of the difference existing among people (leaders,
and subordinates) conflict is inevitable.

Leadership is one of the key factors in determining future changes and developing very clear and
specific vision of the organization. The future is not some place we are going to, but the place we
are creating. The paths are not to be found, but made, and the activity of making them changes
both the maker and the destinations (Hempel, 1996). Leaders are human beings with feelings,
beliefs, and values.

There are leaders out there that provoke a conflict because they see it as positive and necessary
in order to reach maximum effectiveness. Don't know how effective that is indeed, but one thing
for sure is that avoiding conflict is an ineffective attitude for problem solving. And the inability
to deal with conflict respectfully, constructively and in a timely manner will quickly undermine
the leaders credibility and the progress of an organization. As leaders in an organization, it needs
to be realized that conflict management is something that needs to have priority. It is not
something that can simply be checked off in orientation, nor done over a lunch meeting
(Graham, 2009).

2.8 Conflict Management Styles

There are various styles of behavior by which interpersonal conflict can be handled. In order to
manage conflict effectively, one style may be more suitable than the other depending upon the
situation. Follett (1940) conceptualized five methods of handling conflict in organizations i.e.
domination, compromise, integration, avoidance and suppression.

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Blake and Mouton (1964) later modified Follett model with their dual concern model that
conflict is managed in different ways (namely withdrawing, smoothing, forcing, problem
solving, compromising) based on high/low concern for production and high/low concern for
people. Thomas and Kilmann (1974) extended this model by focusing on the desire to satisfy
your own concerns and the desire to satisfy the other’s concern, what came to be known as
Thomas-Kilmann Model instrument.

Thomas-Kilmann Model Instrument

This model assesses an individual’s behavior in conflict situation, describing a person’s behavior
along two basic dimensions; assertiveness and cooperativeness. Assertiveness describes the
extent to which the individual attempts to satisfy his own concerns while cooperativeness shows
the degree to which the concern for others takes priority. These two dimensions can be used to
define five modes of dealing with conflict; Competing, Collaborating, Compromise, Avoiding
and Accommodating.

2.8.1 Avoiding Conflict Handling Style

This style is associated with both low concern for self and others. It is usually accompanied by
withdrawal, because those using it neither satisfies their own or the other party’s concern.
Avoidance involves suppressing, setting aside ignoring and refusing to address the issues in
question. The style is often used when the potential consequences of confronting the other party
seem to outweigh the benefit of resolving the conflict, or when the issues in question are minor.
When a conflict involves a controversial or unpopular decision, resist the temptation to ignore or
avoid it. By defining the root cause of the problem, encouraging active listening, negotiating a
resolution and reminding participants to forgive each other once the conflict is over, you can
foster a productive team. However, effective leaders also recognize that delegating conflict
resolution to a third party, such a facilitator or mediator, can be effective in a situation where
emotions remain high even after lengthy discussion (Thomas and Kilmann, 1974).

2.8.2 Compromising Conflict Handling Style

Compromising style is associated with an intermediate level of concern for self and others. This
style typically involves “give and take” where both parties involved relinquish some aspect in
order to arrive at a mutually-acceptable decision. It is often used when the goals of the

18
conflicting parties are mutually exclusive or when both parties, who are equally powerful, such
as a labor union and management, have reached a stalemate.

By compromising, both sides in a conflict give up something in order to gain an agreement.

Effective leaders encourage team members to accept concessions when necessary to maintain a
level of productivity rather than continuing to debate or argue. They help team members
overcome interpersonal conflicts and promote acceptance of other cultures and experiences in the
workplace.

2.8.3 Collaborating Conflict handling style

This style also known as integrating or problem solving and is characterized by a high concern
both for self and for others. It represents a desire to fully satisfy the needs of both parties. Both
parties in conflict are willing to exchange information openly and thoroughly to examine
differences constructively and reach an effective mutually accepted situation, thereby creating a
win-win scenario. Collaborating style is both effective and appropriate in managing conflicts.
By using the participative leadership style, you foster an environment of cooperation and
collaboration that typically enables employees to function effectively as a team.

An effective leader quickly diagnoses issues that hinder team productivity, takes prompt
corrective action to resolve disagreements and helps the team members to develop the skills
necessary to resolve conflicts on their own, without management intervention. In this strategy, a
leader of the organization makes efforts with a view to convince the workers that their goals are
harmonious and not clashing. As a result of this belief, workers will discuss the difference
explicitly and will reach innovative solutions for everyone’s benefit (Thomas and
Kilmann,1974).

2.8.4 Accommodating Conflict Handling Style

The style is also called smoothing or obliging. It indicates a low concern for self and high
concern for others. Individuals using the style tend to satisfy the needs of others while ignoring
or sacrificing their own needs. It is thus non-confrontational associated with playing down
differences and focusing on relationships, cooperation and harmony, and therefore putting aside
one’s needs to please the other party in a conflict situation (Wilmot & Hocker, 2001).

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To meet the needs of the team, a team member may surrender his position. When the stakes are
low, accommodating the needs of others can promote harmony and foster a productive work
environment. However, long-term conflict can arise if more aggressive individuals take
advantage of team members who don’t act assertively. Effective leaders monitor their team
environment and provide coaching and mentoring to members that enables them to function
productively together without operating at the expense of others (Wilmot & Hocker, 2001).

2.8.5 Competing Conflict handling style

Competing style, also labeled dominating expresses high concern for self and low concern for
others, meaning the individual pursues goals at the other party’s expense. The style is also
known as forcing or imposing because it aims at wining and ensuring the other party loses
through use of position power, aggression and verbal dominance characteristics of a leadership
for conflict management.

Leaders use their position, expertise or persuasive ability to exercise control over their
subordinates. In an emergency situation, when a decision needs to made quickly, you typically
use the autocratic leadership style to resolve the problem. On an ongoing basis, however, to
prevent conflict from festering in the organization, effective team leaders take the time to gather
input from subordinates and refrain from behaving as if decisions represent a win or loss for
subordinates. The main purpose of this strategy is that conflict means either win or lose; where a
leader, forces workers to compete with their mind and strength.

This strategy may be useful in cases where the cause of the conflict results from a lack of
resources, while is less effective in cases where a waiver of power occurs because the weaker
party has nothing to give up.
Each conflict resolution style can be placed in a two-directional grid reflecting the person’s
degree of concern for his or her own interests and concern for the other party’s interests. Problem
solving is the only style that represents a purely win-win orientation. The other four styles
represent variations of the win-lose approach (Thomas and Kilmann, 1974).

2.9 Leadership styles

Leadership style plays an important role in shaping the behavior and attitudes of employees in
organization. Leadership style is the behavior exhibited by a leader during supervision and

20
working with subordinates. A manager’s personal leadership style-that is, the specific ways in
which a manager chooses to influence other people- shapes the way that manager approaches
planning, organizing, and controlling. Evidences suggest that leadership styles vary not only
among individuals but also among countries or cultures. There are different leadership styles.

We can classify leadership style as negative and positive. Positive leadership styles give
emphasis to praise and recognition, monetary rewards, increase in security, and addition of
responsibility to make the work done by other people. Negative leadership style on the other
hand emphasizes penalties, loss of job, suspension, and public reprimands/critics. Reinke (2009)
identifies four leadership styles and stresses that each style has a fundamental foundation and
that most leaders practice some form of leadership or a combination of styles during their normal
work routine.

2.9.1 Autocratic leadership style

Autocratic leaders limit self-determination and autonomy and push followers to accept their
ideas. Such leadership decrease subordinates sense of control and goal striving and increase
powerlessness. Autocratic leaders are in complete control as they push their followers to conform
to their image. They leave little room for free thought. Although not a popular approach to
leadership there are situations when it is most suitable, for when an organization is in a crisis and
followers require clear and concise direction. An autocratic leader centralizes power and decision
making authority in himself and exercise complete control over subordinates. Such leader
usually shows high concern for the task and low concern for the people /human aspect (Reinke,
2009).

The following are the common characteristics of autocratic leaders:

 The leader make the decisions and closely supervises employees;

 Highly conscious of his /her position;

 They are sensitive about their authority; One-way communication;

 They are willing to delegate a very little decision making authority;

 The leader believes that pay is just a reward for working and the only reward that will
motivate employees.
 Orders are issued to be carried out with no questions allowed and no explanations.

21
Problems of autocratic style: force breeds counter-force: restriction of output, antagonism,
unionism. It impairs group moral and initiative, brings high rate of grievance, absenteeism,
turnover and dissatisfaction (Reinke, 2009).

Strength of autocratic style: it is useful in certain situations. Some situation may call urgent
action in such situation autocratic leadership may be appropriate. In emergency situations
autocratic leadership style may be effective if the leader is wise (Reinke, 2009).

2.9.2 Bureaucratic Leadership Style

Bureaucratic Leadership style is commonly defined as one that emphasizes procedures. It is the
use of rules, policies, hierarchy of authority, written documentation, standardization, and other
bureaucratic mechanisms to standardize behavior and assess performance (Brian 2006).

Bureaucratic leaders are motivated by the need to control through documentation. Followers are
merely instruments used to create bureaucracy within the organization as well as understand the
procedures they write. Bureaucratic leaders produce followers that do only what is expected and
nothing more (Reinke, 2009).

2.9.3 Democratic or participative leadership style

Democratic leadership style has been called a participative style because it suggests that leaders
allow followers to participate in the management process. There are times when allowing
followers to participate in management decisions can cause some democratic leaders to fear
losing control. Richard (2001) suggests in democratic leadership, the role of the leader is not just
solving problems but more importantly is to identify the conditions for effective solutions.
Democratic leaders are motivated by highly skilled and experienced employees who are not
afraid to express their opinions. A leader with this style usually shares decision making authority
with the group and encourages participation and supports the task efforts of subordinates.

Democratic leadership style has the following characteristics:

 Share decision making authority with subordinates;

 A leader appreciate suggestions from subordinates;

 The leader shows high concern for both task and people;

 Leaders are not sensitive about their authority;

22
  New ideas/change proposed by a group is respected;

 Develops a feeling of responsibility within the group;

 Motivates subordinates;

 Generally increases the quality of work and productivity;

 If forced to make a decision alone the leader explains his/her reason to the
group/subordinates.

2.9.4 Laissez faire leadership style

Laissez-faire leaders are those who avoid their assigned managerial duties. This includes
behavior such as failing to initiate any structure for their employees, making no effort to show
any consideration for their workers well being, failing to communicate performance expectations
to employees, failing to hold employees accountable, and making no effort to maintain
motivation and morale (Reinke, 2009). Many leaders who practice this style of leadership are
inclined to allow their followers freedom to solve important issues on their own. Laissez- faire
leaders surround themselves with highly skilled, experienced, and educated followers that are
capable of working un-supervised.

Laissez-fair leaders are satisfied with their position and need only perform well enough to keep
their status in the organizations. A laissez faire leader develops a frame work for subordinates in
which they can act and leave decision making authority to the subordinates and remain for
consultation. Free-rein leadership style has the following features:
 The leader gives full decision making authority to the group and shows little interest in
the work process or its results;

 Leader exercise little control over the group/ subordinates;

 Individuals may have little interest in their work;

 Morale and team work are generally low.

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2.10 Conflict Management and Organization Change

Conflict management involves implementing strategies to limit the negative aspects of conflict
and to increase the positive aspects of conflict, such as through enhanced team learning and
group outcomes. Conflict can significantly affect employee job description focus, turnover, and
even the risk of litigation. All of these factors in turn impact the prosperity of a company, either
constructively or destructively. Management can help resolve conflict by encouraging active
listening skills, focusing on group benefits over individual recognition, and working to create
compromise. While the manager can make suggestion team members need to resolve their own
conflicts to strengthen their relationships within the group (Ongori, 2009).

Conflict is a range of behaviors and feelings or emotional responses to behavior. Conflict can be
a minor difference of opinion with a feeling of mild annoyance. At the other end of the range is
war with feelings of hatred. The feelings may remain long after the conflict has been resolved. In
any organization, conflicts and changes are bound to occur. Changes in your organization may
include a newly organized work force, world competition, fewer resources, and increasing and
decreasing demands on production.

While conflict can be perceived as a normal consequence of daily interactions at work, there are
seminal events in the life of organizations on which conflict can be anticipated and must be
especially well managed. One such area is conflict that is associated with organizational
development and change. Although change comes to organizations in many ways, an area of
particular interest to this discussion is conflict associated with mergers and acquisitions, the
integration of two distinct and separate organizations. The ability to manage this conflict
effectively is crucial to the success of the merger or acquisition.

Conflict is constructive when it improves the quality of decisions, stimulates creativity and
innovation, encourages interest and curiosity among group members, provides the medium
through which problems can be aired and tensions released, and fosters an environment of self-
evaluation and change (Rahim, (2002).

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2.11 Importance of Leadership on Conflict management and Organization Change

Organizations looking for new and more effective ways of handling conflict are beginning to
consider the development of alternative dispute resolution and conflict management systems.
This study focuses on the importance of buy-in and participation by parties and stakeholders in
designing such systems. It examines the value of party buy-in and involvement and their effect
on the successful application and use of the dispute resolution system. It concludes that the
design of participative dispute resolution systems maximizes the opportunity for effective
conflict management and the successful creation, implementation, and management of
organizational change.

No organization runs for charity, it has to make money to survive well. Employees must give
their hundred percent at work to ensure the maximum productivity. Nothing productive will ever
come out if the employees are constantly engaged in fighting and criticizing others. Conflict
management plays a very important role at workplaces to prevent conflicts and for the employees
to concentrate on their work. The team leaders must ensure that the roles and responsibilities of
each and every employee are clearly passed on to them. Employees should be de-motivated to
interfere in each other’s work. Employees waste half of their time and energy in fighting with
others and find it very difficult to work, which they are actually supposed to do. An individual
must enjoy his work; otherwise he would never be able to give his best (Importance of Conflict
Management, 2013).

Leadership and Organizational change are the key basic points for conflict management. Good
leadership in organizations lead to reduction in number of disciplinary and grievance cases,
improvement of employee’s morale, team performance and productivity. The conflict
management is easy with committed leadership to avail changes accordingly for employees by
introducing teamwork and employees’ engagement that will lead to productivity improvement
and greater internal efficiency.

According to Lowder (2009) the differences between the transformational and servant leadership
models have significant implications concerning organizational change management. Conflict
management goes a long way in strengthening the bond among the employees and half of the
problems automatically disappear.

25
Individuals must feel motivated at work and find every single day exciting and challenging.
Before implementing any idea, it must be discussed with everyone and no one should ever feel
ignored or left out. This way, every employee feels indispensable for the office and he strives
hard to live up to the expectations of his fellow workers and in a way contributing to the
organization in his best possible way. Conflict management avoids conflicts to a great extent and
thus also reduces the stress and tensions of the employees. No one likes to carry his tensions
back home and if you fight with your colleagues and other people, you are bound to feel
uncomfortable and restless even at home.

Conflict management also plays an important role in our personal lives. Everyone needs friends
who will stand by us when we need him or her. Conflict must be avoided at homes as it spoils
the ambience and spreads negativity. Individuals tend to disrespect others as a result of conflicts.
Conflict management prevents fall out between family members, friends, relatives and makes life
peaceful and stress free. Blame game never helps anyone, instead it makes life miserable. No
idea can ever be implemented if the individuals fight among themselves.

Conflict management helps to find a middle way, an alternative to any problem and successful
implementation of the idea. Problems must be addressed at the right time to prevent conflict and
its adverse effects at a later stage. Through conflict management skills, an individual explores all
the possible reasons to worry, which might later lead to a big problem and tries to resolve it as
soon as possible.

Conflict Management is very important because it is always wise to prevent a fight at the first
place rather than facing its negative consequences. Stress disappears, people feel motivated,
happy and the world definitely becomes a much better place to stay as a result of conflict
management.

The most important and consistent element in dealing with conflict is open, honest and clear
communication. As few people regard themselves as poor communicators, it is incumbent on
management in particular to request feedback from their staff on how they communicate, and on
ways in which conflict situations can be improved. It is vital that staff be assured of freedom
from recrimination for speaking the truth (Ongori, 2009).

26
2.12 Conflict Resolution in Ethiopia

This is the focal point of this study. It could be defined as the tools, methods, art or style of
handling conflict. Conflicts should be handled peacefully through mechanisms that
accommodate competing interests. Various instruments regulate conflict: the national
constitution and laws, family and clan structures, and the court system. Relating to these,
procedural justice and alternative means of conflict management were stated (Getaneh et al.
2002).

Negotiation: This is one of the most common peaceful ways of settling a dispute. It involves
direct discussion between or among the parties to the dispute with the objective of reaching an
agreement. No outside party is involved in the process.
Mediation: After negotiation, mediation is another mechanism to resolve a dispute fairly and
peacefully. Mediation is a method of non-binding dispute resolution involving a natural third
party who tries to help the disputing parties reach a mutually agreeable solution. The mediator
enters into negotiations between disputants seeking terms of compromise acceptable to both. An
effective mediator may not impose his/her will upon the parties; if he/she does, it could lead to
lose of confidence.

Arbitration: The arbitration procedure is generally time-consuming, but it has the advantage of
encouraging parties. In the interim, the Head of State or the Minister of labor can make the
arbitration obligatory and binding if the possibility of a strike action is considered familial to
public order or against the general interest, as in cases involving essential service.

Litigation: This is a process of carrying on a suit before the court. That means, it is a proceeding
by a party or parties against another in a court of law. This is different from the above peaceful
mechanism of dispute settlement. It based on formal established procedural rules, customs or
practices of conflict resolution mechanism.

27
 2.13. Conceptual Framework

A conceptual frame work is a tool researchers used to guide the study. It is asset of ideas used to
structure the research. Therefore, this study is based on a conceptual construct indicating conflict
management and leadership for organization change and then how conflict will be managed
effectively through conflict management strategies and leadership style to make
recommendations for the stated problem based on the finding’s from the study and gathering
results in useful outcomes otherwise conflicts will remain unresolved if appropriate techniques
were not managed properly according to the situation and time and same conflicts might be there
in organization which can adversely affect the organization.

According to Reinke (2009) there are four leadership styles that most leaders practice some form
of leadership or a combination of styles during their normal work routine. Follett (1940)
conceptualized five methods of handling conflict in organizations i.e. compete, compromise,
collaborate, avoidance and accommodate. Hence the dependant variable in this study is
organization change. The literature has been used as foundation to develop a conceptual frame
work for this study and operational map for conflict management and leadership for organization
change as shown in figure 1
Figure 1.Conceptual Frame Work

Independent variable Dependent Variable

Conflict management

 Avoiding
 Accommodating Organization change
 competing
 compromising

Collaborating
Leadership

 Laissez-faire style
 Democratic style
 Autocratic style
 Bureaucratic leadership

Adopted from Reinke(2009) and Follett (1940)

28
 CHAPTER THREE

3. RESEARCH METHODOLOGY

3.1 Introduction

The effectiveness of any research study depends upon the correctness and effectiveness of the
research design and methodology employed. This chapter presents the methodology that this
study follows. It present the research design, area of the study, population, sample size, sampling
techniques and procedures, data collection instrument, research procedure, the data analysis
methods employ, and finally ethical consideration.

3.2 Design of the study

Research design is crucial in thinking how to guide the data collection, its analysis and
interpretations, how to establish a link between research question, data analysis, and conclusion
and how addressed basic research questions. Research design is the plan of action that links the
philosophical assumptions to specific methods (Creswell and Plano lark, 2007). This study
attempted to obtain information to examine and describe conflict management and leadership for
organization change. In order to achieve the objectives of this study, a descriptive research
design was used. According to Kothari (2004), descriptive research design helps to describe and
interpret the current condition. By using this type of research method, the researcher attempted to
gather data about the past experience, recent status, and other internal and external factors that
contributed to the existing problems.

This study used the descriptive research design because, descriptive design helps the researcher
to obtain current information concerning the role of school principals in implementing conflict
management and leadership for organization change in secondary and preparatory schools. The
research were employed both quantitative and qualitative data (mixed approach) with more focus
on qualitative one. The reason for focusing on qualitative approach was that analysis of conflict
management and leadership for organization change demands the collection of qualitative data.
Reason for used quantitative was for the sake of understanding and describing the conflict

29
management and leadership for organization change in depth. In view of the above, the
combined use of qualitative and quantitative methods enables more comprehensive
understanding of the phenomenon to be studied. By and large, the integration of the two methods
leads to maximizing the strengths of the quantitative and qualitative data and minimizing their
weaknesses.

3.3 Area of the study

The study is conducted in Wogdie Woreda which is found in the northern part of Ethiopia and
the Eastern part of the regional town of Bahir Dar city. It is found 580 km from Addis Ababa, the
capital city and 180 km from Dessie, capital city of South Wollo zone. The Woreda capital city
is called Wogdie. The city is bordered by Eastern Gojam in the West, Kelela in the South,
mekane selam and sayent in the north Leganbo (Akesta) in the East. In this Woreda there are
three secondary schools including preparatory.

Figure 2.Map of Wogdie woreda

3.4 Population of the study

Wogdie Woreda cluster supervisor, high schools principals and teachers in 2010 E.C would be
enrolled for this study. There are three secondary school teachers (186), 4 leaders (principals and
vice principal), supervisor and 2 Woreda education office experts in wogdie Woreda, south
wollo zone. These are wogdie secondary and preparatory, Lemi secondary school, and Gorenje
secondary school. The total number of 93 teachers, 4 principals, supervisors, and 2 wogdie
Woreda education office experts with a sum of 100 were the total population of this study. The
total number of population in each school is summarized in the table below.

30
Table 1. Names of school and population size.

No Name of schools Number of teachers

1 Wogdie secondary & preparatory schools 106
2 Lemi secondary schools 44
3 Gorenje secondary schools 36
Total 186
Source: servey 2018

3.5 Sample Size and Sampling Techniques

The quality of the research outcome depends, among other factors, on the size and
representativeness of the sample and the sampling strategy used (Kothari, 2004). When
determining a sample size, it is essential to make sure that: (a) the sample is representative of the
population; this is because an unrepresentative sample results in biased conclusions and (b) the
sample is precise enough. To obtain data; School principals, Teachers, supervisor, and Woreda
Education Office Experts were the major focus of this study because they would presumed to
actively interact with each other in educational process as well as they are involved in the school.

Stratified sampling technique was used to select teachers. If a population from which a sample is
to be drawn does not constitute a homogeneous group, stratified sampling technique is generally
applied in order to obtain a representative sample. Under stratified sampling the population is
divided into several sub-populations that are individually more homogeneous than the total
population (the different sub-populations are called ‘strata’) and then we select items from each
stratum to constitute a sample. Since each stratum is more homogeneous than the total
population, we are able to get more precise estimates for each stratum and by estimating more
accurately each of the component parts; we get a better estimate of the whole (Kothari, 2004).

The researcher employ the determination of sample size through the approach based on precision
rate and confidence level cited in Kothari, (2004) for finite population. The formula employed is
𝑧2.𝑝.𝑞.𝑁
presented as follows. n= 𝑒2 (𝑁 ‒ 1) + 𝑧2.𝑝.𝑞, where

N= size of population

31
n= size of sample

e= acceptable error (the precision)

z= standard variant at a given confidence level. p + q= 1

where p is 0.5 and p + q= 1, If the standard of accuracy or the level of precision is to be kept
high, we shall require relatively larger sample (Kothari, 2004) so, to increase sample size e:
margin of error considered is 7% for this study : normal reduced variable at 0.05 level of
significance z is 1.96 According to the above formula, the sample size for all the three school is:
(1.96)2(0.5)(0.5)(186)
n= (0.07)2(185) + (1.96)2(0.5)(0.5) =93, N=186 Where n equals to the sample size z
equals the confidence level, e equals the tolerance. For this study p=0.5 to achieve a normal
distribution. n=93 by setting confidence to be 95% and error tolerance=0.05. Therefore, the
sample size is determined to be 93. This sample size is therefore considered to be adequate and
representative for this study because it is 50% of the total population.

Purposive sampling technique was used to select school principals, supervisor, and Woreda
education office experts assuming that they had adequate information on the topic because of
their responsibilities and positions in the education system. According to Kothari (2004),
purposive sampling involves selecting people who fit the criteria of desirable participants based
on their experience or knowledge. In other words, it is a sampling technique where the researcher
consciously decides who to include in the sample.

Table 2.Names of school, sample size and sampling Techniques

No Name of schools sample size Sampling techniques

1 Wogdie secondary & preparatory schools 53 Stratified sampling
2 Lemi secondary schools 22 Stratified sampling
3 Gorenje secondary schools 18 Stratified sampling
Total 93 ________________
Source: via questionnaire

32
3.6 Source of Data

The researcher collected data from both primary and secondary sources in order to analyze
conflict management and leadership for organization change at selected school. Both primary
and secondary sources of data are used in this study.

3.6.1 Primary sources of data

Primary data involves getting views of the study respondents who are the key informants to the
study. In view of this, the primary data for this study were gathered from participants consisting
of teachers who have direct with the issue, secondary school principals, supervisor, and
education experts. The primary data were collected from respondents using questionnaires and
interview.

3.6.2 Secondary sources of data

Secondary source of data were collected from different available written documents; such as,
published and unpublished documents about conflict management and leadership or materials,
staff meeting minutes, and report review on Wogdie Woreda Education department.

3.7 Data collection Instruments

Data collection is an important and crucial aspect of any type of research study. According to
Kothari (2004) data collection is the precise, systematic gathering of information relevant to the
research purpose. Data collection instrument include: questionnaire, interview and document
analysis.

In order to achieve the purpose of this study, the researcher used questionnaire, interview, and
document analysis as data collection. The method used to collect primary data was mainly
determined by the purpose of the study, the resource available and the skill of the researcher. The
researcher used mixed (qualitative and quantitative) approach this enables the research to
triangulate the data from different source and approach. The quantitative data would mainly
collect through questionnaires.

All questionnaires were prepared in English language due to the fact that all respondents were
secondary and preparatory school teachers and they could understand the issue under
investigation for English is the medium of instruction in secondary and preparatory school. In

33
order to gather the require data from the sample respondents, three data collection tools were
used namely, interviews, questionnaires, and documents analysis. Given below is a description
for each of these instruments.

3.7.1 Questionnaires

The Questionnaires was adopted from Ali. M (2016) that conduct on organizational Conflict
among Teachers and the Principal’s strategies of dealing with it from the Teachers’ perspective
in schools of Jordan.

According to Kothari (2004), a questionnaire is the most frequently used data collection
instrument in educational research. It is a list of carefully designed questions or a set of
questions usually in a highly structured written form to be answered by selected group of
research respondents. It helps to gather information on knowledge, attitudes, opinions,
behaviors’, facts and other information.

Kothari (2004), explains that the existence of visual presentation, the possibility of judging
quality of response, its low cost and the presence of personal contact as the advantages of
questionnaire. Researcher intended to use questionnaire as the research instrument to gather
baseline information of the teachers’ overall conflict management and leadership for
organization change. For the purpose of this research, the researcher chooses to use a
combination of close and open-ended questionnaires to collect quantitative and qualitative data
from sample secondary and preparatory school teachers. This is because questionnaire is
convenient to collect information from large number of respondents with in short period of time
and in a cost effective way. The closed ended type of questionnaires were mainly of rating scale
type or Likert scale, like items based on scale from ‘‘strongly agree to strongly disagree and
from very high to very low.’’ That was enabling the researcher to get relevant and consistent
information about the current practice of conflict management and leadership for organization
change, roles of stakeholders and challenges of conflict management and leadership for
organization change implementation.

34
3.7.2 Interview

Semi structure and open- ended interview question were conducted to secondary and preparatory
school principals, supervisor and Woreda education office experts. It was carried out by the
researcher himself face to face with interviewee. The researcher interviewed with the targeted
Woreda and individual schools arranged the interview program.

Semi-structured interview was preferred because it has the advantages of flexibility in which
new questions can be forwards during the interview based on the response of the interviewee.
Open-ended interview was preferred to other forms of interviews in this study because they offer
a plat form for conversation. The researcher’s intention was to explore with the respondent his or
her views, ideas, beliefs and attitudes concerning the implementation of conflict management
and leadership for organization change.

3.7.3 Document Analysis

Document analysis is the way of collecting data by reviewing existing documents. It involves
collecting and analyzing data from written documents. It is secondary data already collected and
reported for other purpose(s). This technique would help the researcher to cross check the data
that would be obtained through primary sources (i.e. questionnaire and interview). The
documents used for this study includes current research papers, minutes of staff meetings, and
standard documents on conflict management and leadership for organization change. In
reviewing the documents, the researcher prepared a checklist and carefully assessed the
documents based on the objective of the study.

In document analysis as a data gathering instrument, the researcher focuses on all types of
written communications that may shed light on the phenomenon that the researcher is
investigating. The researcher accessed conflict management and leadership for organization
change implementation reports from WOE facilitators. These reports were scrutinized to get a
good view of the implementation process. Documents pertaining to conflict management and
leadership for organization change were also analyzed to identify gaps if any, between theory
and practice in order to check what the respondents have been said, documents such as teacher’s
meeting minutes and action research work were analyzed. Besides to this portfolio and training
documents related to the conflict management and leadership for organization change were
analyzed. The data collection methods were triangulates through the use of questionnaire,

35
interviews, and document reviews as triangulation design is the most common and well known
approach to mixing methods and verifying results (Creswell, 2003).

3.8 Procedures of Data collection

The researcher prepared sets of questionnaire and semi-structured interview question for
respondents. Before questionnaire was distributed, the researcher gave brief orientation to
respondents on the purpose of the study and how to fill the questionnaire. Then finally, the
questionnaire was distributed for teachers, and collected by the researcher and assistant with the
collaboration of unit leader and school principals of the sample school. The semi-structured
interview prepared for Woreda education office expert, principal and supervisor was conducted
by the researcher himself. The researcher had initial contacts with the interviewees to make them
clear about the purpose of the study. Then, during the interview, the researcher jotted down the
main points given by the respondents.

3.9 Data analysis Techniques

Analysis of the data is crucial part of the research study. The data collect through the above
were analyzed using quantitative and qualitative analysis in order to make it easy for
interpretation.

3.9.1 Quantitative Data

Quantitative data were analyzed using percentage, frequency, mean and standard deviation. The
quantitative data, responses were categorized and frequencies were tallied. Percentage and
frequency tally were used to analyze the characteristics of the population as they help to
determine the relative standing of the respondents. The items in the questionnaires were
presented in tables according to their idea coherence.

The scores of each item were organized, statistically compiled and enters into SPSS to obtain the
frequency, percentage mean value and standard deviation of each item. Percentage and mean
score were used to determine the current practices and challenges of conflict management and
leadership in secondary and preparatory school. The response on the extent of conflict
management and leadership for organization change were collected using a Likert type of scale
of (very low=1, low=2, medium=3, high=4, very high=5). Similarly, for showing different level

36
of agreement strongly disagrees, disagree, undecided, agree and strongly agree value were also
given (1-5).

3.9.2 Qualitative Data

The data collected from the documents, Semi-structured interview, and open ended question
items were analyzed qualitatively. The written notes of interview were transcribed, categorized
and compiled together into theme. The result of open-ended questions and document analysis
were summarized and organized with relate category. Analysis and interpretations were made on
the basis of the questionnaires, interviews, and document analysis.

3.10 Pilot Test

In order to make the questionnaire more reliable and valid, the pre-test of instruments were
carried out in one sample school. Pilot testing provides opportunities to detect and remedy a wide
range of potential problems with instruments. The respondents of the pilot test were not included
in the actual study. Validity shows the linkage between the questionnaire and the objectives of
the study. To gather the relevant and necessary data, the question should be clear and easy to
understand. The questionnaire was made ready for pilot test. Therefore, to check the reliability
and validity of the questionnaire copies of questionnaires were distributed in wogdie secondary
school by taking ten teachers. Out of this nine respondents have been returned the questionnaire
filling appropriately and the remaining one questionnaire was not returned.

Based on the Pilot test, the reliability of the instruments was calculated by using SPSS (statistical
package for social science) 20.0 version to see the reliability. Thus Cronbach Alpha as it was
appropriate test for reliability of the instrument and the result was.853; hence the instrument was
found to be reliable as a statistical literature usually recommended a test result of 0.7 and above
is reliable. Supporting this, George and Mallery (2003) and Cohen, et al. (2007) also suggest
that, the Cronbatch‟s alpha result >0.9 excellent, >0.8 good, >0.7 acceptable, <0.6 questionable,
<0.5 poor. Based on the result obtained from the pilot study and the suggestion from the
principal,teachers, the question for the interviewees was discarded, the question saying how
conflict management and leadeship for organization change? As a result of pilot test significance
suggestion, constructive comments were forwarded, valuable items were added and irrelevant
items were rejected.

37
3.11 Ethical consideration

Ethical considerations play a major role to deal with concerns that the respondents have about
the research topic and their responses. In relation to ethical consideration, Kothari (2005) explain
that ethical considerations and ethical behavior are as important in research as they are in any
other field of human activity. Any research which involves other people in some way has ethical
implications. Because education is a social action, data gathering and analysis within this study
inevitably affects the lives of other people involved in the study. Hence, researchers must deal
with ethical issues when their intended research involves human beings.

To conduct this research, supportive letters from the department of Business and Economics was
written from the university. After receiving supportive letters from the department, the
researcher, would move to the study area and contact with teachers, principals, supervisors,
Woreda education office to get their willing and to arrange their convenient time to the
questionnaire and interviews. The respondents would be informed of the purpose of the research.
Finally they would be informed of the information obtained from the respondents; the data
obtained would be used for research purpose.

38
 CHAPTER FOUR

4 DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSION

4.1 Demographic Characteristics of Respondents

The demographic data were gathered to facilitate description of the sample and to allow for
determination of its representativeness of the total population. The demographic questions were
designed to elicit information about participants’ sex, age, highest educational qualification
attained, and teaching experience. A total of 93 copies of the questionnaires for teachers were
distributed to 3 secondary schools in wogdie woreda. Out of these 93(100%) of the distributed
questionnaires, all questionnaires from teachers were appropriately filled and returned. In
addition to this, semi structure interviews were held with from 4 school principals; supervisor
and 2 woreda education office experts were involved in the interviewed. The results in the table
3-6 below highlight the demographic characteristics of the respondents who participated in the
study.

Table 3.Characteristics of the respondents by sex and age

No Item Respondents
Teachers Principals supervisors WOE experts
N % N % N % N %
1 M 78 83.87 4 100 1 100 2 100
F 15 16.13 ---- --- --- --- --- ---
Sex Total 93 100 4 100 1 100 2 100
2 21-30 26 27.95 1 25 --- --- --- ---

39
 31-40 39 41.93 3 75 --- --- 1 50

41-50 21 22.58 - 1 100 1 50

Age
51 & above 7 7.5 - --- --- --- --- ---
Total 93 100 4 100 1 100 2 100
Source: via questionnaire

As presented in table 3 item one, 78(83.87%) of the teachers, 4(100%) of the principals, 1
(100%) supervisor, and 2(100%) of the woreda education office experts of the study area are
male and the number of female teachers are 15(16.13%). This shows that female participation in
the secondary school as a teacher is quite low as compared to that of males.

In addition to this, the position of school principals (100%) and woreda education office experts
(100%) in the woreda had been highly dominated by males, which show the low participation of
females in the area of supervision and educational officials at woreda level. This shows that there
is gender imbalance in the secondary schools and the need to attract more female teachers to join
the teaching profession. Attracting female teachers and principals is essential for improvement of
secondary school. Female teachers and principals are critical to the expansion and improvement
of secondary education systems.

The age distribution of the respondents is presented in item 2 of the same table 3. As can be seen
from the table, majority 39 (41.93%) of the teachers were between 31 and 41 years, followed by
26 (27.95%), 21(22.58%) and 7 (7.5%) of teachers were between 21 and 30, 41 and 50, and 51
and above years respectively. In the same item 3 (75%) of principals and 1(50%) of woreda
education office experts are between age of 31 and 40 years respectively.

Table 4. Characteristics of the respondents by Educational Qualification and years of service

Respondents
N Item Teachers Principals supervisor WEO experts
O N % N % N % N %
BA/BSc/Bed 90 96.8 4 100 ___ ___ 2 100
1 Educational MA 3 3.2 ___ ___ 1 100 ___ ___
Qualification Total 93 100 4 100 1 100 2 100

40
 1__3 18 19.4 __ __ __ __ __ __
4__6 15 16.1 __ __ __ __ __ __
2 Years of 7__9 22 23.6 1 25 __ __ __ __
service 10__12 17 18.3 3 75 __ __ 1 50
13 & above 21 22.6 __ __ 1 100 1 50
Total 93 100 4 100 1 100 2 100

As observed from table 4 above the educational qualification, majority of teachers 90(96.8%) of
the teachers have first degree and 3(3.2%) had second degree. Regarding Woreda experts,
principals all of them 100% have first degree holders.

The above analysis shows that the majority of the teaching forces in the secondary school of
wogdie were first degree holders. In fact, the small number masters’ degree holders show that
there is an effort to transform preparatory school teachers into masters’ degree which is a recent
initiative of the Ministry of Education.

According to MOE (2007) the appropriate educational level of standard for teachers in
secondary schools (9-10) is holding degree from University. Similarly as discussion and
interview reveal that teachers academically qualified but they become reluctant professionally.

In the second item above the table, Concerning work experience of the respondents, 18(19.4%),
15(16.1%), 22(23.6%), 17(18.3%) and 21(22.6%) of teachers were within interval of 1-3, 4-6, 7-
9, 10-12 and above 13 years of experience respectively. In the same item 75% of the school
principals, woreda education experts had work experience of above 9 years to provide relevant
information regarding conflict management and leadership. Moreover, majority of all the
Woreda Education Office experts in all sample schools have served for ten years and above.
From this we can assume that since there were high experienced and low experienced
respondents which create good spirit of exchange of ideas on conflict management and
leadership related activities in the school in terms of experience sharing. This in turn expected to
create effective teaching.

Therefore, one can recognized that the majority of the teachers and responsible conflict
management and leadership stake holders had relatively better work experience. Additionally as
discussion and interview supported even through teachers are highly experienced they don’t want

41
to share experience, made peer review and participate in annual appraisal. This implies the
carelessness of concerned body become hindrance for conflict management and leadership for
organization change at school. In sense teachers are not encouraged to implement conflict
management and leadership.

Table 5. Characteristics of teachers by area of specialization, current teaching, teaching loads per
week and their career position

NO Item Level /rank Respondents

N %
1 Subject Major 93 100
Qualified Minor 61 65.6
2 Subject currently Major 87 93.5
Teaching Minor 6 6.4
3 Teaching loads per week Less than10 periods 9 9.67
10-15 periods 38 40.86
16-24 periods 46 49.46
More than 24 ___ ___
4 Position in career ladder. Beginner teachers 15 16.13
Junior teacher 18 19.35
Teacher 20 21.5
Senior teacher 12 12.9
Associated lead teacher 10 10.75
Lead teacher 12 12.9
Senior lead teacher 6 6.45
Total 93 100
Source: via questionnaire

Table 5 item 1 shows subject qualification. Pertaining to subject qualification all teaches are
qualified with major subjects. In the above table 5 item 2, the majority 87(93.5%) of the teacher
respondents were teaching in their major subjects. However 6(6.4%) of teachers were teaching in

42
their minor. This indicates that there are problems in having sufficient knowledge and skill in
teaching the subjects as required being through effectively.

In the same table with regarding to teaching load perweek 46 (49.46%) of teachers had between
16 and 24 per week. This can clearly show that teachers are overloaded and have not enough
time to carry out conflict management and leadership activities. Item 4 of table 5 shows the
career level of the respondents. It indicates that 18 (19.35%) were at junior teacher level, 20
(21.5%) were at teacher, 12(12.9%) senior and lead teacher level, 10 (10.75%) were at associate
lead teacher level, 6 (6.45%) were at senior lead teacher level. Thus, the majority of teachers
were at teacher and junior teacher level; however, 15(16.13%) were beginner teachers which did
not corresponding with their service years.

Table 6.Marital Status of the respondents

Marital Status Respondents

Teachers principals Supervisor WEO experts
N % N % N % N %

Single 25 26.88 ___ ___ ___ ___ ___ ___

Married 60 64.51 4 100 1 100 2 100
Separated 5 5.38 ___ ___ ___ ___ ___ ___
Widowed 2 2.15 ___ ___ ___ ___ ___ ___
Divorced 1 1.08 ___ ___ ___ ___ ___ ___
Total 93 100 4 100 1 100 2 100
Source: via questionnaire
In table 6 there are 25 single males and females among the 93 Teacher respondents. This group
represents about 26.88% of the total Teachers respondents. Those that are married are about
64.51% of the Teachers respondents, 100% of principals, supervisor and WEO experts. The
actual figure is 60 of the total teachers respondents, 4 principals, 1 supervisor and 2 WEO
experts, about 5 of the respondents are separated representing 5.38% while 2 about 2.15% of the
respondents are widows. Only 1 that is about 1.08 % is divorced.

43
 4.2 Conflict Management and Organization Change

4.2.1 Working collaboratively with other teachers to manage conflict that exist in school
There are different practices involved by teachers and school leaders to manage conflict that
exist among them. In this section different members of the school who interact professionally are
presented.

Table 7. Respondent’s interaction to school community

N
O Item Respondents
N %
1 Yes 88 94.6
Existence of teachers No 5 5.4
collaboration to manage conflict
Total 93 100
Senior teacher 3 3.2
Department teacher 25 26.9
2 Teacher’s collaborative members to Junior teacher 4 4.3
manage conflict All teacher 21 22.6
All school community 40 43
No one ___ ___
Total 93 100
Source: survey data 2018
As shown in the table above item, the teachers (respondents) were asked whether they are
working collaboratively among themselves to manage conflicts that exist in school. In this regard

44
 the majority or 88 (96.4%) responded that there is strong collaborating effort though they are
different groups but the rest of respondents no collaboration between the teachers.

As it can be observed in item two in the table 4.5 above, from 93 respondents 40(43%) replied
that collaboration was formed within the school community. Whereas 25(26.9%) and 21
(22.6%), 4 (4.3%) and 3(3.2%) of respondents replied that collaboration was formed to
Department teacher, all teacher, junior teacher and senior teachers respectively. This replies that
there are collaboration groups among teachers and different school communities so as to promote
a healthy teaching and learning process by creating peace and stability.

According to the findings that indicated from qualitative data analysis, conflict management
refers to: taking care of the differences that may occur in between individuals e.g. teachers-
student, student-management, and teacher management; setting and resolving misunderstanding
or dispute between two people/parties in an institution; resolving conflict/ disputes arising out of
school activities; resolving/managing any misunderstanding/ problems that may arise in school
and can interfere with smooth running of the institutions; handling conflict between school
management authorities and students; the ability to solve a problem amicably within the
institution; the ability to solve a problem within the institution or between individuals; how
conflict is handled when it occurs and how it is prevented; restoration of order and stability;
bringing into control or curbing the disagreement in the school by devising methods of avoiding
conflicts and creating peace amongst the students and the teachers; ability to effectively
communication with students; and approaches to control misunderstandings among teachers,
students, administration and subordinate staff.

Table 8. Areas of collaboration among Teachers

N Item Very High Medium Low Very Mean SD Ra

O high low nk
F % F % F % F % F %
1 Sharing of 29 31.2 36 38.7 23 24.7 5 5.4 0 0 2.04 0.9 3
experience
2 Participating in 11 11.8 21 22.6 19 20.4 41 44.1 1 1.1 3.0 1.09 1
workshop
and training

45
3 Solving 19 20.4 27 29 34 36.6 10 10.8 3 3.2 2.47 1.03 2
problems in
group
4 Discussing in 45 48.4 46 49.5 2 2.1 0 0 0 0 1.53 0.54 4
department
Source: survey data 2018
NB: For values mean 0__1.49 as very low, 1.50 __ 2.49 as low, 2. 50 __ 3.49 as moderate,
3.50__4.49 as high and 4.50__ 5.00 as very high.
Table 8 shows areas of collaboration and the degree to what extent they are being collaborating
professionally. In item 1 of table 8, 29 (31.2%), 36 (38.7%), 23 (24.7%) of the respondents
replied that sharing of experience to each other is very high, high and medium respectively.
However, 5(5.4%) of the respondents responded that the extent to which sharing of experience to
each other is low.

The mean of the item 1 is 2.04 (SD: 0.9), which is in the range of low level of support. This
shows that sharing of experience to each other is low at school level. Regarding item 2 of table 8,
respondents were asked to participating in work shop and training, 11(11.8%), 21(22.6%),
19(20.4%) of respondents were very high, high, and medium respectively. But the majority
41(44.1%) of respondents were very low. The response mean value of the item is 3.0, which is
the range of moderate of the schools means that create opportunities to resolve problems related
to management.

In the above table 8, in item 3 majorities of 34 (36.6%) respondents replied solving problems in
group is medium, and 10 (10.8%) and 3 (3.2%) of respondents replied that solving problem in
group were low and very low respectively. The mean value of item 3 is also 2.47 which is the
range of low level.

The mean values range from a maximum of 3.0 to a minimum of 1.53 while the overall average
mean was 2.26. Since the mean values rating scores for all the items except item 2 (m: 3.0, Sd:
1.09) were low the acceptable mean value, it can be concluded that these collaborative areas lead
to low opportunity for teachers to develop their profession. The level of collaboration however
shows variations. As depicted in Table 8, the most significant ones were participating in
workshop and training. Generally, Conflict management and leadership are not practiced as the
expected level in Secondary and preparatory Schools of wogdie woreda. However, Collective

46
participation in Conflict management and leadership engendered collaboration among the
teachers.
Based on qualitative analysis findings suggest that respondents still have the traditional approach
towards the concept of conflicts because the majority of respondents consider conflicts as
unnecessary and disturbing situations based on traditional view. Conflicts are considered to be
phenomena that hinder the realization of school goals and that harm educators and students.

All the methods for solving conflict in school presented by participants of this study would not
be successful without the understanding, acceptance and cooperation. A principal is the person
who holds the most important role in schools. Conflict can appear in controlled or uncontrolled
situations in schools, depending on the principals’ management based on their knowledge,
experiences, decisions, attitudes and characteristics. The principals thus should learn more about
conflict management to effectively administer their schools.

Therefore the majority of respondents do not believe that conflicts at schools can create
opportunities to resolve problems related to management.

The most important and consistent element in dealing with conflict is open, honest and clear
communication. As few people regard themselves as poor communicators, it is incumbent on
management in particular to request feedback from their staff on how they communicate, and on
ways in which conflict situations can be improved. It is vital that staff be assured of freedom
from recrimination for speaking the truth (Ongori, 2009).

47
 4.2.2 Causes of conflict in wogdie secondary and preparatory schools

The causes of conflict in wogdie secondary and preparatory schools: Teachers Views.
A summary of the teachers’ perception concerning the causes of conflict for 93 respondents in
wogdie secondary and preparatory schools, wogdie woreda, South wollo zone, amhara region,
Ethiopia can be observed in Table 9.
Table 9. Perception of Respondent towards the Causes of Conflict
ite Statement A SA D SD NC
m N % N % N % N % N % Me SD Ran
an k
1 Different perception is 45 48.39 --- ---- 30 32.26 6 6.45 1 12.9 4.8 0.3
a cause of conflict in 2 9 1 1
school.

2 Different working 44 47.31 8 8.60 20 21.51 6 6.45 1 16.13 4.7 0.4

styles rarely are a 5 5 3 2
cause of conflict in
school.

3 Communication 40 43.01 10 10.75 35 37.63 -- -- 8 8.6 3.7 0.4

obstruction has never 5 3 4
been a cause of
conflict in school.

4 Ambiguously defined 42 45.16 7 7.53 34 36.56 - -- 1 10.75 4.0 0.5

responsibilities always - 0 4 1 3
happen in school.

48
 Source: survey data 2018
NB: D= Disagree; SD=Strongly Disagree; NC= No Comment; A= Agree; SA= Strongly Agree;
N=93 For values mean 0__1.49 as very low, 1.50 __ 2.49 as low, 2. 50 __ 3.49 as moderate,
3.50__4.49 as high and 4.50__ 5.00 as very high.
Table 9 presents the distribution of teachers’ perception in wogdie secondary and preparatory
schools, wogdie woreda towards the causes of conflict. The highest response was item 1 with 45
(48.39%) of the respondents agreed that the different perception is a cause of conflict in school,
while 30 (32.26%) of them disagreed and only 12 (12.9%) responded with “no comment”.
Regarding item 2 of table 9 with 44(47.31%) of the respondents agreed that different working
styles rarely is a cause of conflict in school while 20 (21.51%) of the respondents disagreed.
The lowest response was item 3, 43 (43.01%) of the respondents agreed that communication
obstruction has never been a cause of conflict in school, meanwhile 35 (37.63%) of them
disagreed and 8 (8.6%) of them responded with “no comment”.

Regarding item 4 of table 9 with 42 (45.16%) of the respondents agreed that ambiguously
defined responsibilities always happen in school and 34(36.56%) disagreed.

From qualitative data analysis that WEO experts, supervisor and school principals stated lack of
communication followed by personal, political/ideological and organizational factors as the
reasons of conflicts. Indifference, disrespect, personal judgments, persistency and
misunderstandings generate conflicts that are based on communication. Personal reasons that
create conflicts are unnecessary complaints, high expectations, dissatisfaction about meeting
their expectations/desires, personal ambitions and weaknesses, prejudices, cultural and economic
differences, ignorance, lack of tolerance and misunderstandings.

Political and ideological conflict reasons are lack of respect towards different opinions, lack of
tolerance and insistence on personal judgments while organizational reasons include inability to
follow rules, neglect of duty, negative impact of the social environment, student absences, failure
in education and training and unjust practices in task distribution.

The findings indicate that, School conflicts are caused by lack of communication (indifference,
disrespect, personal judgments, persistency, misunderstandings) and personal (unnecessary
complaint, high expectations, personal ambitions, prejudices, cultural-economic differences etc.),
political/ideological (disrespect for different ideas, intolerance, insistence on personal

49
 judgments) and organizational factors (not following the rules, neglect of duty, negative impact
of the social environment, curriculum, failure in education, unjust practices at task distribution).

4.2.3 Type of conflict more occur in wogdie secondary and preparatory school

The type of conflict more occur in wogdie secondary and preparatory school: Teachers Views:
Four items were employed to determine level of conflict more occur in wogdie secondary and
preparatory school. A summary of the Teachers perception concerning the level of conflict more
occur at wogdie secondary and preparatory schools can be observed in Table 4.8.

Table 10.Responses of Teachers towards the Level of conflict

I Type of conflict Very high High Medium Low Very low

t Mean
e N % N % N % N % N %
m
1 Intrapersonal Conflict 14 15.1 21 22.6 12 19.9 28 30.1 18 19.4 3.47
2 Interpersonal Conflict 28 30.1 35 37.6 20 21.5 7 7.5 2 2.2 4.11
3 Inter Group Conflicts 22 27.7 20 21.5 15 16.1 24 25.8 12 12.9 3.82
4 Inter-Organizational 5 5.4 10 10.8 16 17.2 45 48.4 17 18.3 3.05
Conflicts
Source: survey data 2018
NB: For values mean 0__1.49 as very low, 1.50 __ 2.49 as low, 2. 50 __ 3.49 as moderate,
3.50__4.49 as high and 4.50__ 5.00 as very high

Table 10 indicates Level of Conflict that existed in school. According to the above table 10 the
mean value of item 2 and 3 were 4.11 and 3.82 respectively. This mean value indicates the
Level of Conflict that found at high level. In the same table the mean value of item 1 and 4 were
3.47 and 3.05, which is as moderate respectively. Thus, there is a high trend of Conflict in
school. In item 1 of table 10, 14 (15.1%), 21(22.6%), 12 (19.9%), 28(30.1), 18.(19.4)of the
respondents replied that Intrapersonal conflict occurs in school is very high, high medium , low
and very low respectively.

The highest response was item 2 with 28 (30.1%), 35(37.6) of the respondents agreed that Interpersonal
Conflict is occurs in school, while 7 (7.5%) of them low and only 2 (2.2%) responded with very low.

50
 The lowest response was item 4, 5 (5.4%) of the respondents very high that Inter-Organizational
Conflicts exist in school, meanwhile 45 (48.4%) of them low and 17 (18.3%) of them responded
with very low.

From the qualitative data analysis, there were four types of conflict which were found in the
school namely intrapersonal conflict, Interpersonal Conflict, Inter Group Conflicts, Inter-
Organizational Conflicts. There were four types of interpersonal conflict which were found in the
school namely principal and teacher, teacher and teacher, teacher and student, and, teacher and
students parents.

4.2.4 Effect of conflict on the organization change

A summary of Teachers perception concerning the effect of conflict that occurs in school.

Table 11.Responses of Teachers towards Negative effect of conflict:

Teachers responses
N Negative effect of conflict 5 4 3 2 1
o N % N % N % N % N %
1 Communication breakdown 35 37.6 46 49.5 8 8.6 3 3.2 1 1.1
2 Low morale & job dissatisfaction 29 31.2 40 43 21 22.6 3 3.2 - -
3 Diverts energy from work 32 34.4 47 50.5 10 10.8 4 4.3 - -
4 Threatens psychologically wellbeing 28 30.1 32 34.4 12 12.9 10 10.8 11 11.8
5 Wastes resources 29 31.2 37 39.8 20 21.5 4 4.3 3 3.2
6 Competitive among conflicting parties 19 20.4 47 50.5 15 16.1 7 7.5 5 5.4

7 High absenteeism & turnover 15 16.1 20 21.5 35 36.7 17 18.2 6 6.5

8 Creates a negative climate 25 26.9 45 48.4 15 16.1 5 5.4 3 3.2
9 Breaks down group cohesion 20 21.5 39 41.9 28 30.1 6 6.45 - -
1 Increase hostility and aggressive 25 26.9 36 38.7 22 23.7 7 7.5 3 3.2
0 behaviors
1 Increase distance b/n teachers 34 36.6 26 27.9 23 24.7 8 8.6 2 2.2
1

Source: survey data 2018

51
NB. Use 5 to very high; 4 to high; 3 to medium; 2 to low; 1 to very low)

According to Respondents views presented in Table 11, Communication breakdown (37.6%),

Increase distance b/n teachers (36.6%), Diverts energy from work (34.4%), Low morale & job
dissatisfaction (31.2%) are the main negative effect of conflict on organization change.

The impact of school conflicts manifests themselves psychologically, socially and

organizationally. According to teacher views, conflicts create anger, lack of communication,
harming the self and others, lack of trust, feelings of insignificance, unhappiness,
disappointment, frustration, stress and indifference psychologically. Conflicts which increase
negative thoughts and emotions in the personnel are also reflected on the work and decrease
motivation. Personnel who cannot control the conflicts do not only reflect these negative results
on themselves but also on their colleagues and thereby experiencing breakdowns in their
relationships with their colleagues.

Socially, conflicts increase animosity and hostility among the personnel and result in lack of
tolerance, violence, formation of groups with likeminded people, polarization, enmity and
prejudices. Break down in relationships among the colleagues bring negative emotions such as
lack of trust and suspicions.

Organizational results of conflicts are tense and unsettled environments, weakened cooperation,
damaged team spirit and communication, forming groups with ideologically likeminded people,
decreased productivity and performance, decreased motivation and achievement, lack of
discipline, increases in drop outs and decreased school quality. Therefore, when conflicts are not
effectively managed, the school environment is also negatively affected. In addition to creating
waste in terms of effort, time and financial resources, conflicts also result in deviation from the
aims and can even end up in leaving the organization (Dinçer and Fidan, 1996).

School conflicts have both positive and negative outcomes in terms of psychological, social and
organizational aspects. Psychological negative outcomes include anger, lack of communication,
harming the self and others, uneasiness, unwillingness, insecurity, feelings of insignificance,
sadness, resentment, frustration and stress; social negative outcomes include animosity and
hostility, intolerance, violence, forming groups with likeminded people, enmity, polarization and
organizational negative outcomes include a tense environment, weakened cooperation,
breakdowns in communication, ideologically formed groups with likeminded people, decreases

52
in productivity, performance, motivation and achievement, an undisciplined environment,
quitting the profession and decreased quality of education.

School conflicts generate negative emotions in teachers and decrease performance. Negative
emotions experienced by teachers are disappointment, flatness, unwillingness, insensitivity,
stress, sorrow, uneasiness, tension and uneasiness.

Table 12. Responses of Teachers towards Positive effect of conflict:

A SA D SD NC Mean
No Positive Effect of conflict N % N % N % N % N % SD
1 Leads to new idea 45 48.4 38 40.7 7 7.5 3 3.2 - - 2.15 1.0
3
2 Stimulates creativity 40 43 35 37.6 5 5.4 - - 13 1 2.36 0.8
3. 8
9
3 Motivates change 48 51.6 32 34.4 3 3.2 10 1 2.56 0.8
0. 1
8
4 Promotes school vitality 50 53.8 43 46.2 - - - - - 3.16 1.0
8

5 Helps individual & 38 40.9 30 32.3 10 10.8 6 6.5 9 9. 2.13 1.1

7
groups 3
established identities
Source: survey data 2018
(Key SD: standard division)
NB: For values mean 0-1.49 as very low, 1.50 - 2.49 as low, 2.50 - 3.49 as moderate, 3.50-4.49
as high and 4.50-5.00 as very high.
As stated in the above Table 12, the response mean value of item 1, 2 and 5 are 2.15, 2. 36 and
2.13 respectively. This mean value indicates that the range of low positive effect of conflict. In
the same table above in item 3 and 4 the mean value were 2.56 and 3.16, which are the range of
moderate means that conflicts have positive value for organization change.

53
According to Table 12, positive outcomes of conflicts are observed in personal, social and
organizational aspects. In terms of personal aspects, school conflicts result in learning correct
behaviors, realizing mistakes, distinguishing different ideas, regarding events from multiple
perspectives, developing new ideas and methods, finding the truth and relaxation. In terms of
social aspects, school conflicts result in communication among the staff, better understanding of
one another, respecting others’ opinions, reaching a consensus and being persuaded.

Positive organizational outcomes include realizing the problems, overcoming/resolving existing

problems, increasing competitive performance related to development of different and new
solutions, creating a democratic environment and enriched views, embellishing the environment
and reaching a common solution. Although conflicts are negative situations, they can also be
beneficial for both the personnel and the organization.

As a matter of fact, conflicts are constructive situations that increase the quality of decisions
made by the personnel, motivate them for creativity and innovation, encourage interest and
curiosity among the staff, reveal problems and generate self criticism and options for change
when anger and tension are allowed to be expressed comfortably and this increases the
performance of both the individuals and the group.

From the qualitative data analysis, the findings indicate that, positive outcomes of conflicts are
observed in personal, social and organizational aspects. In terms of personal aspects, school
conflicts result in learning correct behaviors, realizing mistakes, distinguishing different ideas,
regarding events from multiple perspectives, developing new ideas and methods, finding the
truth and relaxation.

In terms of social aspects, school conflicts result in communication among the staff, better
understanding of one another, respecting others’ opinions, reaching a consensus and being
persuaded.

Positive organizational outcomes include realizing the problems, overcoming/resolving existing

problems, increasing competitive performance related to development of different and new
solutions, creating a democratic environment and enriched views, embellishing the environment
and reaching a common solution. Although conflicts are negative situations, they can also be
beneficial for both the personnel and the organization.

54
As a matter of fact, conflicts are constructive situations that increase the quality of decisions
made by the personnel, motivate them for creativity and innovation, encourage interest and
curiosity among the staff, reveal problems and generate self criticism and options for change
when anger and tension are allowed to be expressed comfortably and this increases the
performance of both the individuals and the group.

While conflict can be perceived as a normal consequence of daily interactions at work, there are
seminal events in the life of organizations on which conflict can be anticipated and must be
especially well managed. One such area is conflict that is associated with organizational
development and change. Although change comes to organizations in many ways, an area of
particular interest to this discussion is conflict associated with mergers and acquisitions, the
integration of two distinct and separate organizations. The ability to manage this conflict
effectively is crucial to the success of the merger or acquisition.

Conflict is constructive when it improves the quality of decisions, stimulates creativity and
innovation, encourages interest and curiosity among group members, provides the medium
through which problems can be aired and tensions released, and fosters an environment of self-
evaluation and change (Rahim, (2002).

55
 4.2.5 Conflict management strategies/style

Five items were employed to state Conflict management strategies on the organization change in
wogdie secondary and preparatory school. Those are avoiding, accommodating, competing,
compromising and collaborating. A summary of the Teachers‟ perception concerning conflict
management strategies that applied in wogdie secondary and preparatory school, Wogdie
Woreda , can be observed in Table 13.

Table 13. Perception of teachers towards Conflict management strategies/style:

I Conflict management Very High Medium Low Very

t strategies high low Mean SD Ran
e N % N % N % N % N % k
m
1 Avoiding, M 45 48.4 35 37.6 20 21.5 3 3.2 - - 2.28 1.1 3
F 4 4.3 5 5.4 3 3.2 1 2.1 - - 3
2 Accommodatin M 33 35.5 31 33.3 7 7.5 7 7.5 - - 3.39 0.8 1
g F 8 8.6 5 5.4 2 2.1 - - - - 4
3 Competing, M 38 40.9 20 21.5 10 10.8 5 5.4 5 5.4 2.05 1.3 4
F 10 10.8 5 5.4 - - - - - - 9
4 Compromising M 35 43 30 35.5 7 10.8 5 6.5 -- - 1.94 1.3 5
F 9 9.7 3 3.2 2 2.2 3 3.2 - -
5 Collaborating M 36 45.2 27 32.6 12 16.1 3 6.5 - 2.5 1.2 2
F 12 12.9 3 3.2 - - - - - - 4
Source: survey data 2018
NB: For values mean 0-1.49 as very low, 1.50 - 2.49 as low, 2.50 - 3.49 as moderate, 3.50-4.49
as high and 4.50-5.00 as very high.

56
Table 13 indicates the extent of Conflict management strategies/style that used by teachers.
According to the above table 13 the mean value of item 2, and 5 were 3.39 and 2.5 respectively.
This mean value indicates the Conflict management strategies that used by teacher at medium
level. In the same table the mean value of item 1 and 3 were 2.28 and 2.05, which is low Conflict
management strategies used respectively. Thus, there is a medium trend of Conflict management
strategies that used by teacher. However, as it can be seen in the same table, item four such as
Compromising were at the mean value 1.94 which indicates very low Conflict management
strategies/style.
In response to this question, there are many effective methods for solving conflict in school
which were used by the respondents. Majority of the male respondents (40.9%) used competing
style of conflict management compared to 10.8% of their women counterparts. 43% of the male
respondents used compromising style, 45.2% used collaborating, 40.9% used accommodating
and only 48.4% used Avoidance style.

Although at a far much lower rating, Collaborating style emerged the most used by female
respondents (12.9%), compromising was rated at 9.7%, competing style at 10.8%, avoidance at
4.3% and accommodating at 8.6%.

According to qualitative data analysis that indicates, there are many effective methods for
solving conflict in school which were used by the four principals. Most of them noticed that they
used each method depending on the situation or case or if they know the source of conflict. If
they know where a conflict started, they can solve it directly.

The examples of effective methods were classified into six groups: (1) Having face-to-face
discussion; it helps everyone to understand in the same way and be clear on every issue, (2)
Being sincere to solve the problem; it means that the principal should be patient, be fair (no bias)
and be conscious of every case, (3) Compromising; everyone should listen to and share each
other’s needs; try to put yourself in the opponent’s shoes, (4) Negotiating; sometimes they used
collaborative means and subordinate people depending on the situation and the goals of the
people involved in the decision, (5) Voting; this is often used in meetings, and (6) Applying
Alternative conflict resolution mechanism /ACRM / such as mediation, negotiation and
arbitration to guide them out of conflicts.

Conflict management involves implementing strategies to limit the negative aspects of conflict
and to increase the positive aspects of conflict, such as through enhanced team learning and

57
 group outcomes. Conflict can significantly affect employee job description focus, turnover, and
even the risk of litigation. All of these factors in turn impact the prosperity of a company, either
constructively or destructively. Management can help resolve conflict by encouraging active
listening skills, focusing on group benefits over individual recognition, and working to create
compromise. While the manager can make suggestion team members need to resolve their own
conflicts to strengthen their relationships within the group (Ongori, 2009).

4.2.6 Leadership styles on Conflict management and Organization Change

Four items were employed to state leadership styles on conflict management and organization
change in wogdie secondary and preparatory school. Those are Autocratic leadership style,
Bureaucratic leadership style, Democratic leadership style and Laissez-faire leadership style.

A summary of the Teachers perception concerning Leadership styles for conflict management
can be observed in Table 14.

Table 14. Perception of teachers towards Leadership styles for conflict management

No Very Very
leadership styles high High Medium Low low Me
N % N % N % N % N % an
1 Autocratic leadership M 25 26.6 20 21.3 20 21.3 15 15.9 - - 3.4
style F -- -- 3 3.2 2 2.1 6 6.4 4 4. 8
3
2 Bureaucratic leadership M 29 30.9 21 22.3 20 21.3 6 6.4 2 2. 2.1
style 1 5
F 5 5.3 8 8.5 2 2.1 - - - -
3 Democratic leadership M 25 26.6 15 15.9 20 21.3 15 15.9 3 3.
style 2 2.2
F 10 10.7 3 3.2 2 2.1 - - - - 7
4 Laissez-faire leadership M 34 36.2 20 21.3 14 14.9 10 10.6 - - 3.4
style F 3 3.2 2 2.1 4 4.3 3 3.2 3 3. 7
2
Source: survey data 2018

58
NB: For values mean 0-1.49 as very low, 1.50 - 2.49 as low, 2.50 - 3.49 as moderate, 3.50-4.49
as high and 4.50-5.00 as very high.
Table 14 indicates Leadership styles for conflict management that used by respondents.
According to the above table 14 the mean value of item 1, and 4 were 3.48 and 3.47 respectively.
This mean value indicates Leadership styles for conflict management that used by respondent at
moderate level. In the same table the mean value of item 2 and 3 were 2.15 and 2.27, which is
low Leadership styles for conflict management that used by respondents respectively.
Mean that most respondents applied Laissez-faire leadership style and Autocratic leadership
style rather than Democratic leadership style and Bureaucratic leadership style. In relation to
leadership style, majority of the male respondents 26.6%, 21.3%, 15.9% were inclined to
autocratic leadership against 3.2%, 2.1%, 6.4%, and 4.3% of the female respondents who used
autocratic leadership high, medium, low and very low respectively. The most preferred style
utilized by female respondents was collaborative (12.9%). In relation to preferred leadership
style, the highest utilized style by male respondents was Laissez-faire leadership style (36.2%)
and Autocratic leadership style (26.6) while for women it was democratic leadership with 10.7%
rating.

Conflict management plays a very important role at workplaces to prevent conflicts and for the
employees to concentrate on their work. The team leaders must ensure that the roles and
responsibilities of each and every employee are clearly passed on to them. Employees should be
de-motivated to interfere in each other’s work. Employees waste half of their time and energy in
fighting with others and find it very difficult to work, which they are actually supposed to do. An
individual must enjoy his work; otherwise he would never be able to give his best (Importance of
Conflict Management, 2013).

According to Lowder (2009) Leadership and Organizational change are the key basic points for
conflict management. Good leadership in organizations lead to reduction in number of
disciplinary and grievance cases, improvement of employee’s morale, team performance and
productivity. The conflict management is easy with committed leadership to avail changes
accordingly for employees by introducing teamwork and employees’ engagement that will lead
to productivity improvement and greater internal efficiency.

59
4.3 Challenges of Conflict Management and Leadership for organization change

Principals indicated that outlook and attitude was the number one barrier to conflict management
and leadership participation, whereas teachers rated job constraints as the number one barrier to
participation in conflict management and leadership programs. Both groups of participants rated
‘Low morale in the workplace’ as the second barriers for teacher participation in conflict
management and leadership activities. The qualitative data analysis also showed that there were a
number of factors that affect teacher participation in conflict management and leadership
activities.
The data obtain from the interviewer related that work load was one of the major challenges of
teachers in the School which hindered them to give more attention to the implementation of
conflict management and leadership practices. The principal underlined that majority of their
time and effort went to the routine administrative tasks such as leading meetings, managing
office workers and writing reports. As a result of this they could not provide professional support
for conflict management and leadership.
Thus, they give little attention to the actual practice of conflict management and leadership.
With regard to open ended questions, respondents suggested that teachers, department heads,
senior teachers, supervisors and Woreda were not taking full responsibility of having common
sense of ownership to boldly implement the planned activities of conflict management and
leadership. Moreover, respondents suggested that some principals were not willing to support
the staff during the actual practices of conflict management and leadership.

The challenges that become obstacle teachers from active involvement in the process of conflict
management and leadership are lack of skill, less commitment and teachers’ resistance, low level
of understanding about the significance of conflict management and leadership, scarcity of need
based trainings, lack uniformity on how to manage conflict, and absence of consolidated
collaborative school system. Therefore, it is possible to conclude that Woreda, zone or regional
education office are not carry out their responsibility. That is why the researcher articulates
conflict management and leadership program in woreda hasn’t owner. It lost real consideration
from school principal to MOE.

60
 CHAPTER FIVE

5 SUMMARIES, CONCLUSION AND RECOMMENDATION

This chapter contains three sub sections: summary, conclusion and recommendation. The first
sub section deals with summary and the major findings of the study and the next part presented
conclusion drawn from the findings. The last part presents alternative solutions implicated so as
to alleviate the problems encountered in the course of implementing conflict management and
leadership program by teachers, supervisor and principal.

5.1 Summary of Major Findings

After the completion of data analysis and interpretation the following major finding were drawn.
 In the demographic characteristics of respondents majority of the teachers in the
secondary schools of the study area are male and the number of female teachers is small
15(16.12%). This shows that female participation in the secondary school as teachers is
quite low as compared to that of males. In addition to this all supervisors (100%), the
position of school principals (100%) and woreda education office experts (100%) in the
woreda had been highly dominated by males, which show the low participation of
females in the area of conflict management and leadership at woreda level.
 From the finding some respondents perceived conflict management and leadership
positively as a means to improve their organization change, the majority of the
respondents (teachers) believed conflict management and leadership negatively as it is
not used to organization change. From this data, we can understand that the two groups of
respondents have different perceptions on the organization change. However, the average
mean value of the respondents is 2.4 which is the range of low. Therefore, teachers have
negative perception on accomplishing on conflict management and leadership activities.
Regarding perceptions of teachers, the data obtained through interview replied that, most
of them did not understand the fact that conflict management and leadership was
designed to change organization and create peace and stability.

61
 The qualitative analysis showed that teachers did not participate in conflict management
and leadership activities as they were expected. From the results of qualitative data, the
researcher came to understand that there was misconception of the concept conflict
management and leadership, its importance and lack of attitude.
 Concerning the collaboration of teachers to promote their profession the respondents
indicated almost 43% collaboration was formed within all school communities and within
teachers. Teacher’s collaboration in sharing of experiences, solving problems in groups,
and discussing in subject area were below the acceptable average mean value 2.26.
Generally, conflict management and leadership are not practiced as the expected level in
Secondary and preparatory Schools of wogdie woreda.
 Majority of the male respondents (40.9%) used competing style of conflict management
compared to 10.8% of their women counterparts. 43% of the male respondents used
compromising style, 45.2% used collaborating, 40.9% used accommodating and 48.4%
used Avoidance style. Although at a far much lower rating, Collaborating style emerged
the most used by female respondents (12.9%), compromising was rated at 9.7%,
competing style at 10.8%, avoidance at 4.3% and accommodating at 8.6%.
 In relation to leadership style, majority of the male respondents 26.6%, 21.3%, 15.9%
were inclined to autocratic leadership against 5.3%, 3.2%, 2.1%, and 5.3% of the female
respondents who used autocratic leadership very high, high, medium and low
respectively. The most preferred style utilized by female respondents was collaborative
(12.9%). In relation to preferred leadership style, the highest utilized style by male
respondents was Laissez-faire leadership style (36.2%) and Autocratic leadership style
(26.6%) while for women it was democratic leadership with 10.7% rating.
 Concerning of school leaders support and follow up activities on conflict management
and leadership program, they tried to prepare short trainings on the issues of conflict
management and leadership but they did not get budget because the budget was not
allocated for conflict management and leadership at all; in addition to this, to tell the truth
including us nobody give attention about conflict management and leadership; the
concerned bodies like Zone/Woreda/ and supervisors were coming to the school but they
did not focus on the issues of conflict management and leadership; the school leaders also
did not want to give support and follow up rather than asking them to give report when
they were asked to write it for Woreda education office.

62
 In open ended question, the majority of teachers responded by supporting the closed
ended questions; i.e., the conflict management and leadership training was not given in
the regular way and nobody pay attention on the issues of conflict management and
leadership training. They also indicated that teachers do not have awareness about
conflict management and leadership and there was no coordination in the school for
conflict management and leadership training. The school leaders have no awareness to
give support and guidance for teachers.
 When the respondents were asked to list the outcomes of challenges of conflict
management and leadership, they mentioned that unable to manage conflict effectively,
unable for teachers to work together, absence of openness, absence of experience sharing,
lack of confidence and lack of voluntarism. They also cited that there are skill and
knowledge gaps with conflict management and leadership procedures.
 The data from the interviewed related that work load was one of the major challenges of
teachers in the School which hindered them to give more attention to the implementation
of conflict management and leadership practices.
 Majority of respondents confirmed that they were never supported by woreda Education
office, Zone Education Department, Regional Education Bureau, Ministry of Education
and NGO respectively. This indicated that there was little attention given by this
organization for conflict management and leadership program. Therefore conflict
management and leadership for organizational change are more effective when carried
out collaboratively in the atmosphere of mutual support and encouragement.
 The principal underlined that majority of their time and effort went to the routine
administrative tasks such as leading meetings, managing office workers and writing
reports. As a result of this they could not provide professional support for conflict
management and leadership. Thus, they give little attention to the actual practice of
conflict management and leadership.
 To solve the problems of conflict management and leadership, respondents mentioned
comments as to provide proper training for all teachers, allocating sufficient budget to
conflict management and leadership, creating awareness to all stakeholders, providing
sustainable support and follow up for schools and teachers, motivating teachers on the
basis of their effectiveness on conflict management and leadership activities, planning for
conflict management and leadership program and sharing experiences with teachers,
colleagues and schools.

63
5.2 Conclusion

From the findings of the study, the researcher arrived at the following conclusion.

 The study has shown that, the concept of “conflict management” refers to an act and also
a process of resolving disputes between two or more parties with the view of coming to a
resolution. At school level, it emerged that perceived conflict occurs because of
ignorance, poor communication, and lack of proper people management.
 Effective communication is therefore, essential in analysis of conflicts in public schools
as well as in identifying their root causes. The findings showed that, the causes of
conflicts in public secondary schools are varied. Resolution of various forms of conflicts
would therefore, require specific strategies since the root causes may be unique.
 For an organization to grow effectively and efficiently it depends on the way it manages
the conflict within its organization.
 Conflict management strategies are crucial for the attainment and achievement of
organizational goals and objectives. In other words, if the management is not
knowledgeable in conflict resolution strategies, it will affect the performance of
organizations negatively but if conflict is constructively managed, it will enhance
organizational performance.
 Majority of teachers engaging in sharing of experiences and discussing in subject area is
high. Strengthening of team work and helping teachers to organizational change are the
area of success due to implementation of conflict management and leadership by
teachers.
 Conflict management and leadership benefits both individual teacher and organization.
However, for the benefits to be realized, the organizational environment must be
supportive of the conflict management and leadership efforts. Regarding the school
support to conflict management and leadership, almost half of the respondents felt that
the school colleagues and leader were supportive to the teachers who were or wanted to
participate in conflict management and leadership activities.

64
 In order to meet the objective of conflict management and leadership, the program needs
professional support, guidance and follow up by all stakeholders, the roles played by
stakeholders such as Woreda education office, Zone Education Department, Regional
Education Bureau and Ministry of Education were very limited in the implementation of
conflict management and leadership program.
 In trying to detect the major problems in sample schools conflict management and
leadership activities, the study has been found that curriculum meeting, action research
and maintaining peace were carried out below expected.
 The document analysis indicates that there was no clarity concerning conflict
management and leadership activities for organization change.
 The results of this study clearly indicate that there are many factors which hinder the
implementation of conflict management and leadership program. Based on the study and
review of literature the determinant factors that affect conflict management and
leadership are shortage of budget, training materials, time for implementation of conflict
management and leadership, lack of interest, motivation and incentives, lack of
awareness in the stakeholders, lack of training, absence of skilled experts to train
teachers, lack of communication among teachers themselves, lack of commitment both in
principals and teachers. It is possible to conclude that there is no fertile ground for
conflict management and leadership training in the sampled schools and which
contributed to failures of the training.
 The Ministry of Education in Ethiopia planned different strategies and activities to
implement the conflict management and leadership program effectively. However, the
findings of the study showed that there was no effectiveness of the implementation of
conflict management and leadership program in the sampled schools.
In interviews session the participants also said that there were no conflict management
and leadership activities in the sampled schools and almost all concerned bodies ignored
conflict management and leadership issues.
 Handled properly through an appropriate conflict management style, conflict can enhance
administrator’s efforts in reaching school goals. For administrators who realistically
confront it, conflict can represent a dynamic force, which facilitates organizational
growth, change, adaptation and survival.

65
  As it was indicated in the findings of the study, there were different hindering factors of
conflict management and leadership program. Both groups of the respondents replied that
the hindering factors as more serious factors. From this, it is possible to conclude that the
hindering factors made difficulty to implement the conflict management and leadership
program successfully.
In general, conflict management and leadership program was not successfully implemented in
the sampled schools due to negative perceptions of teachers and absence of school leaders’
support and follow up activities and many more discouraging factors. It is possible to conclude
that Woreda, zone or regional education office are not carry out their responsibility. That is why
the researcher articulates conflict management and leadership in Ethiopia especially wogdie
woreda hasn’t owner. It lost real consideration from school principal to MOE.

5.3 Recommendation

Based on major findings and conclusion drawn with respect to analysis of conflict management
and leadership for organization change in secondary and preparatory schools the following
recommendations are suggested to conflict management and leadership programme organizers,
policy makers and stakeholders in education.
1. In the findings of the study negative perceptions/attitudes of teachers towards conflict
management and leadership was indicated as one of the factors for failure of successful
implementation of conflict management and leadership program at sampled schools. Reducing
teachers’ negative perceptions/attitudes towards conflict management and leadership requires
integrated efforts of stakeholders. Therefore, the following strategies were recommended to
reduce teachers’ negative perceptions/attitudes.
 Zone and Woreda/Town Education Office should reduce the work load of teachers by
recruiting sufficient number of teachers. Teachers work load should not be considered
only as the number of periods he/she has per week, but preparation of lesson plan and
teaching aid, reading the text and reference books to present the lesson, assignment and
test/examination correction and recording the scores of students are all required activities
of teachers’ out-of classroom teaching periods.
 The school should prepare interesting/conducive environment for conflict management
and leadership program.
2. The findings of the study revealed that there were no school leaders support and follow up
activities on conflict management and leadership program in the sampled schools and these

66
resulted in ineffective implementation of conflict management and leadership program.
Therefore, to run conflict management and leadership effectively the concerned bodies (Woreda
education office and school) ought to perform the following things.
 Preparing awareness creation training in the preparation of modules and portfolios
for school academic staff.
 Designing systematic support, follow up and evaluation strategies continuously.
 Organizing the training materials.
 Allocating the necessary budget.
3. The findings of the study indicated that the conflict management and leadership program was
less effective in the sampled schools. Hence, the following measures should be taken to
implement conflict management and leadership program effectively.
 The school should allot sufficient training time and check whether or not the teachers use
it effectively.
 The school ought to prepare the report on conflict management and leadership issues that
are its progress and challenges to the Woreda education offices ought to ask the report
and give feed backs by cross checking what has been done in the schools and what has
been written in the report.
 Teachers ought to conduct action research and the school leaders should encourage
teachers to conduct it and allocate the necessary budget for the research.
4. The findings of the study pointed that conflict management and leadership program was
delayed by many discouraging factors in the sampled schools. As a result, to solve these
problems it was recommended that all the concerned bodies should take the following actions.
 The MOE should make the framework and took it materials of conflict management and
leadership clear and helpful to implement conflict management and leadership program.
 The MOE ought to redesign the training within school.
 The school ought to give support to improve teachers’ ability or skill in the
implementation of conflict management and leadership program and the school should
create coordination between teachers and school leaders.
5. As it was clearly shown in the findings of the study, conflict management and leadership
training is an ignored issue in the sampled schools. Thus, the concerned bodies (Woreda and
school) should take immediate measures; otherwise it has negative impact in the teaching and
learning process.

67
6. Conflict can be healthy if it is managed effectively, and conflict management requires a
combination of analytical and human skills. The key to resolving conflict with a positive
outcome includes looking for a win-win situation, cutting losses when necessary, formulating
proactive conflict management strategies, using effective negotiation and communication, and
appreciating cultural differences among people or workers.
7. School administrators and teachers should seek to embrace open systems where everyone is
set to air their views and the areas of conflict discussed openly. In addition, they should
encourage democratic representation in the choice of leaders. The schools should also seek to
educate all the stakeholders on the best way of solving conflicts.
8. The schools should also embrace guidance and counseling programmed since its one of the
best way to deter destructive mechanisms of resolving both personal and group conflicts
especially amongst teachers. Guidance and counseling is the most appropriate to control spread
of bad inner feelings.
9. To enhance conflict management and leadership practices, it is essential to develop on
incentive mechanism for principals, teachers, and supervisor and WEO experts.
10. The contributions of school principals to conflict management and leadership program
implementation were not sufficient. One of the major factors, as indicated above, has been lack
of commitment from school principals to implement conflict management and leadership
activities. Hence, for the conflict management and leadership program to be successful, Woreda
education office in collaboration with other stakeholders has to organize the necessary training
on conflict management and leadership as well as woreda police and courts to school principals
and should organize motivation program. The same should be done for Woreda education office
experts and cluster supervisors.
11. It is recommended that the regional, Zonal, and woreda education officers, principals, and
senior teachers should practically assist teachers by creating conducive environment for conflict
management and leadership through both short and long term training programs, allocating
sufficient budget.
12. Although conflicts have both negative and positive effects, the management and the
employees should work towards achieving the positive effects rather than the negative.
According to Adomi and Anie (2005), managers should develop appropriate strategies to resolve
conflicts as they arise in their organizations.
13. Finally, Further studies are recommended to find out or investigate on the following
statements:

68
- Practice and challenges of conflict management and leadership implementation.
- Substantive conflicts of individuals, job performance and satisfaction.
- Assessment on effective conflicts management for job performance and organizational change.

69
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 Appendix-1

UNIVERSITY OF DEBRE BEREHAN SCHOOL OF BUSINESS AND ECONOMICS

DEPARTMENT OF MANAGEMENT [MBA]

Questionnaire for Respondents

Dear Respondents:

The Purpose of this questionnaire is to collect data on Conflict management and leadership for
organization change in Wogdie secondary and preparatory schools of Wogdie Woreda. The data
will be used for a study leading to a Master degree in MBA. The information you provide in this
questionnaire will be kept confidential and will be utilized only for the purpose of the study.
Your genuine response to the questionnaire is highly valuable for the achievement of the
objectives of this research. Please provide your responses as per the instruction indicated to each
section.

Thank you in advance for your cooperation.

Note

a) Do not write your name on the questionnaire

b) Please, give appropriate answer to the following question by encircle the letter of your
choice, or by putting a tick ˈˈˈˈ mark or writing in space provided according to the instruction,

c) Please do not leave any question unanswered.

Part l General background: For the following items fill in the spaces provided and/or tick
ˈˈˈˈ mark in one of the given alternatives.

1. Woreda/Administrative Town_________________

2. School’s name___________

3. Sex: A. Male ________ B. Female ________

4. Age: A. 21- 30 years ___ B. 31- 40 years----C. 41- 50 years ----D. above 51 _

5. Marital status: A. Single_ B. Married_ C. Separated_ D. Widowed_ E. Divorced _

F
6. Educational level: A. Diploma__B. BA/BSc/BEd (Degree)__C. MA---D. If other, specify__

7. Subject qualified for: A. Major _________ B. Minor_________

8. Subject(s) you are currently teaching: A. Major___ B. Minor___ C. Others___

9. Teaching loads per week:A. Less than10 periods__B. 10-15 periods _C.16-24 period

Part II: Teachers’ responses.

1. Are you working collaboratively with other teachers to manage conflict that exist in
school? A. Yes B. No
2. If your answer is "No" to Q 1, what do you think is the reason? ___________
3. Areas of collaboration among Teachers to manage conflict that exist in school:

3.1 Sharing of experience: A. Very high B. High C. Medium D. Low F. Very low

3.2 Participating in workshop and training:

A. Very high B. High C. Medium D. Low F. Very low

3.3 Solving problems in group: A. Very high B. High C. Medium D. Low F. Very low

3.4 Discussing in department: A. Very high B. High C. Medium D. Low F. Very low

4. Causes of conflict in wogdie secondary and preparatory schools:

4.1 Different perception is a cause of conflict in school.

A. Disagree Strongly B. Disagree C. No Comment D. Agree F. Strongly Agree
4.2 Different working styles rarely are a cause of conflict in school.
A. Disagree Strongly B. Disagree C. No Comment D. Agree F. Strongly Agree
4.3 Communication obstruction has never been a cause of conflict in school.
A. Disagree Strongly B. Disagree C. No Comment D. Agree F. Strongly Agree
4.4 Ambiguously defined responsibilities always happen in school.
A. Disagree Strongly B. Disagree C. No Comment D. Agree F. Strongly Agree
5. Level of conflict that occurs in wogdie secondary and preparatory school:
5.1 Conflict on individual level: A. Very high B. High C. Medium D. Low F. Very low
5.2 Conflict b/n individual level: A. Very high B. High C. Medium D. Low F. Very low
5.3 Conflict on group level: A. Very high B. High C. Medium D. Low F. Very low

G
5.4 Conflict on the organizational level: A.Very high B.High C. Medium D. Low F.Very low
6. Effect of conflict on the organization change in school:
The following table contains statements on Negative Effects of conflict. Please read the
following statements and indicate your level of agreement against each one by putting a tick ""
mark under the rating scale which your choice is appropriate (use 5 to very high; 4 to high; 3 to
medium; 2 to low; 1 to very low)

5 4 3 2 1
No Negative Effect of conflict

6.1 Communication breakdown

6.2 Low morale & job dissatisfaction
6.3 Diverts energy from work
6.4 Threatens psychologically wellbeing
6.5 Wastes resources
6.6 Competitive among conflicting parties
6.7 High absenteeism & turnover
6.8 Creates a negative climate
6.9 Breaks down group cohesion
6.10 Increase hostility and aggressive behaviors
6.11 Increase distance b/n teachers

If there is, state it.________________________________________________________________

H
The following table contains statements on Positive Effects of conflict. Please read the following
statements and indicate your level of agreement against each one by putting a tick "" mark under
the rating scale which your choice is appropriate (use 5 to very high; 4 to high; 3 to medium; 2 to
low; 1 to very low)

No Positive Effect of conflict 5 4 3 2 1

6.12 Leads to new idea
6.13 Stimulates creativity
6.14 Motivates change
6.15 Promotes school vitality
6.16 Helps individual & groups established identities

If there is, state it._______________________________________________________________

______________________________________________________

7. Strategies that used by school principal for conflict management at school:

7.1 Avoiding: A. Very high B. High C. Medium D. Low F. Very low
7.2 Accommodating: A. Very high B. High C. Medium D. Low F. Very low
7.3 competing: A. Very high B. High C. Medium D. Low F. Very low
7.4 compromising: A. Very high B. High C. Medium D. Low F. Very low
7.5 Collaborating: A. Very high B. High C. Medium D. Low F. Very low
8. Leadership styles applied for conflict management at school:

8.1 Autocratic leadership style: A. Very high B. High C. Medium D. Low F. Very low

8.2 Bureaucratic leadership style: A. Very high B. High C. Medium D. Low F. Very low

8.3 Democratic leadership style: A. Very high B. High C. Medium D. Low F. Very low

8.4 Laissez-faire leadership style: A. Very high B. High C. Medium D. Low F. Very low

9. How do school principals manage conflict which occurs in school?

______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________

I
Appendix-2

UNIVERSITY OF DEBRE BEREHAN SCHOOL OF BUSINESS AND ECONOMICS

DEPARTMENT OF MANAGEMENT [MBA]

Interview guideline for principals, Supervisors and WEO experts

General Direction

The Purpose of this Interview is to collect data on conflict management and leadership for
organization change in selected secondary and preparatory schools of wogdie Woreda. The data
will be used for a study leading to a Master degree in MBA. The information you provide in this
interview will be kept confidential and will be utilized only for the purpose of the study. Your
genuine response to the interview is highly valuable for the achievement of the objectives of this
research.
Thank you in advance for your cooperation.

Part l Personal Information

1 Name of the school__________________________________

2. Code number of the interviewee_________________________

3. Date of the interview__________________________________

4. Sex: A, Male ------------ B. Female ------------

5. Age: A. 21- 30 years ___ B. 31- 40 years __ C. 41- 50 year _ D. 51 and above----

6. Marital status: A. Single B. Married C. Separated D. Widowed E. Divorced

7. Educational level: A. BA/BSc/BEd (Degree) __B. MA/MSc/Med_ C. If other, specify it

8. Field of Study ______________

9. Total Service year: A.1-2 year’s_ B. 3-6 years_C.7-10 years__D.above10 years__

10. How many years have you been a principal /supervisor/WEO expert

A. 1 - 2 years __B. 3 - 6 year’s __C. 7 - 10 years__ D. 10 years and above ______

J
 Part ll Interview question

1. What does mean conflict management?

2. How is conflict management in wogdie secondary and preparatory?

3. What conflict management styles and leadership styles are used by principals?

4. Do you think teachers implement conflict management effectively? If not, what are the
problems and challenges that affect its effective implementation?

5. What are the importance’ of effective leader at school for conflict management?