Analysis of Conflict Management Practices and Strategies at the Elementary School Level in District Rahim Yar Khan

Abstract

The study was intended to analyze the conflict management, practices, and strategies at the elementary school level in District Rahim Yar Khan. In this article, challenges faced by teachers and head teachers in management practices and strategies at the elementary level will be discussed, as well as dynamic management strategies to resolve issues between teachers and administration are addressed. To analyze the role of leadership in promoting quality education at the elementary level, all the male and female teachers (4128) and head teachers (316) at the elementary level from District Rahim Yar Khan were considered as population. The descriptive survey design and stratified random sampling techniques were employed to accomplish the goal. A 45-item self-structured questionnaire based on a 5-point Likert scale was utilized to collect the data from 1534 participants (1376 teachers & 158 head teachers). The collected data were analyzed by using SPSS both descriptive (mean, standard deviation, and frequency value) and inferential statistics (i.e. Independent Samples t. test and ANOVA). It is employed to know the difference between participants’ opinions based on demographic variables i.e. gender, locality, designation, qualification, and teaching experience. As a result, methods and strategies for managing conflicts have a positive impact on academic performance by creating a less tense atmosphere in the classroom. In short, skillful conflict management paves the way for honest communication, collaborative decision-making, consistent feedback, and speedy resolution of problems.