Head Teachers’ Conflict Management Strategies and Teachers’ Commitment in Government Aided Primary Schools in Nwoya District

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dc.contributor.authorAchola Harriet
dc.date.accessioned2026-10-01T07:49:04Z
dc.date.available2026-10-01T07:49:04Z
dc.date.issued2025
dc.description.abstractThis study examined the head teachers’ conflict management strategies and teachers’ commitment in government-aided primary schools in Nwoya District. The study objectives were; i) To determine the predominant conflict management strategies used by head teachers in government aided primary schools in Nwoya District, ii) To investigate the level of teacher commitment in government aided primary schools in Nwoya District, and iii) To establish the influence of head teachers’ conflict management strategies on teachers’ commitment in government aided primary schools in Nwoya District. A quantitative approach with a descriptive correlational research design was employed. The Krejcie and Morgan’s (1970) table was used to sample 238 respondents (head teachers and teachers) from a population of 462 in 36 government-aided primary schools, supported by purposive and simple random techniques. Structured questionnaires were used to collect the data, which were analyzed using SPSS version 25 through descriptive statistics, Pearson correlation, and multiple regression analysis. Findings revealed that compromising was the most frequently employed strategy by head teachers (Mean = 3.53), followed by competing (Mean = 3.38) and avoiding (Mean = 3.27). Teachers reported high levels of affective commitment (Mean = 4.21), continuance commitment (Mean = 4.31), and moderate normative commitment (Mean = 3.90). A significant positive correlation was found between compromising and affective commitment (r = .451, p < .001). Regression analysis confirmed that compromising significantly predicted affective commitment (β = .372, p < .001). The study concluded that collaborative conflict management strategies, particularly compromising, enhance teacher commitment. Leadership training and emotionally intelligent conflict resolution practices are vital for sustaining positive school climates and professional dedication. The researcher therefore recommends that schools should carry out continuous training on collaborative conflict resolution, foster open communication , incorporate performance appraisal, while encouraging teachers to apply emotional intelligence in conflict resolution.
dc.identifier.urihttp://hdl.handle.net/20.500.14270/963
dc.language.isoen
dc.publisherGulu University
dc.subjectConflict Management Strategies
dc.subjectHead Teachers
dc.subjectHead Teachers
dc.subjectGovernment Aided Primary Schools
dc.titleHead Teachers’ Conflict Management Strategies and Teachers’ Commitment in Government Aided Primary Schools in Nwoya District
dc.typeThesis

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