TYPES OF CONFLICTS IN SELECTED SECONDARY SCHOOLS IN URIRI AND NYATIKE SUB-COUNTIES, KENYA

Abstract

This study sought to examine the types of conflicts in the selected secondary schools in Uriri and Nyatike Sub-Counties, Kenya. The target population of the study included 1960 teachers, 87 principals and 87 senior teachers in 87 secondary schools in Uriri and Nyatike Sub Counties. The study relied on self- administered questionnaires and focus group discussions. Adopting a descriptive survey design, data was collected from a sample of 319 teachers, 29 principals and 29 senior teachers. The primary data was collected through semi-structured questionnaires to allow for collection of structured for ease of coding and analysis. Focus group discussions was also organized for senior teachers within the schools to shed more insights on the various types of conflicts that are experienced in secondary schools. The findings reveal that conflicts characterized by incompatible solutions for resource distribution, differences in opinions, and work-related disagreements are common among teachers in schools. While both teachers and principals acknowledged experiencing conflicts related to resource allocation and work-related disagreements, teachers expressed greater concern for conflicts arising from differences in opinions and emotional harm. Conversely, principals identified conflicts related to differences in desired outcomes and the need to punish opponents as the most common. The study provides valuable insights to teachers and principals on the various types of conflicts in schools to help stakeholders to effectively manage the conflicts and create a conducive learning environment that prioritizes collaboration, respect, and the holistic development of students and educators.