Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda

Simple item page
dc.contributor.authorBetty Amito1, Dr. George Oriangi, PhD1* & Gloria Lamaro1
dc.date.accessioned2026-03-16T13:44:42Z
dc.date.available2026-03-16T13:44:42Z
dc.date.issued2023-05-16
dc.description.abstractOver the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies for students' satisfaction with the school climate. A cross A sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of students' satisfaction with school climate, while linear regression was used to determine the influence of the head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict was the most commonly used conflict management strategy, while the least commonly used strategies were taking charge in times of conflict and emphasising areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school The climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on students' satisfaction with the school climate. In Conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts to create a favorable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.
dc.identifier.citationAmito, B., Oriangi, G. & Lamaro, G. (2023). Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda East African Journal of Education Studies, 6(2), 56-71. https://doi.org/10.37284/eajes.6.2.1222.
dc.identifier.issnPrint ISSN: 2707-3939
dc.identifier.issnOnline ISSN: 2707-3947
dc.identifier.otherORCID ID: https://orcid.org/0000-0002-4744-4034; Email: g.oriangi@gmail.com
dc.identifier.uriDOI: https://doi.org/10.37284/eajes.6.2.1222
dc.identifier.urihttp://hdl.handle.net/20.500.14270/755
dc.language.isoen
dc.publisherEast African Journal of Education Studies
dc.relation.ispartofseriesvol 6; 2
dc.subjectConflict Management
dc.subjectSecondary Schools
dc.subjectStudents' Satisfaction
dc.subjectUganda.
dc.titleHead Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
dc.typeArticle

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Head teachers' conflict management strategies.pdf
Size:
363.86 KB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Research Articles