Relationship between Mediation Conflict Management Strategy and Teachers’ Productivity in Secondary Schools in Uasin Gishu County, Kenya

Abstract

Conflicts occur more frequently in school system where there is human interaction. The current paper investigated the extent to which mediation conflict management strategy influence teachers’ productivity, assess the effect of collaboration conflict management strategy on teachers’ productivity, find out how avoidance conflict management strategy influence teachers’ productivity and examine the extent to which teacher support influence the relationship between conflict management and teachers’ productivity. The study adopted correlational research design and targeted 156 principals and 1783 teachers from 156 public secondary schools. Krejcie and Morgan sample size determination formula was used to attain a sample size of 427 respondents. The study employed purposive sampling, stratified and simple random sampling approaches. Data was collected using questionnaires. The study used mean, standard deviation, frequencies and percentages and Pearson Correlation Analysis to analyze data which was presented in tables. The study found out that there was a significant positive correlation between mediation and teachers’ productivity (r = .627; p = .000) in secondary schools in Uasin-Gishu County. The paper concluded that mediation conflict management strategy positively improves teacher productivity in public secondary schools and thus it was recommended that to get the best results in the resolution of workplace disputes, the management or administrators of secondary schools may utilize a combination of several organizational conflict management approaches. This could be helpful in guiding management decisions and choices as to the most effective conflict management strategies to apply to resolve existing workplace conflicts.