Teacher-principal Conflict And Perceived Influence On Students Academic Performance In Government Secondary Schools Of North Shoa Zoneoromia Regional National State

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The purpose of the study was to assess teacher-principal conflict and perceived influence on rnstudents’ academic performance in Secondary Schools of North Shoa Zone and to find the rnconstraints and problems of teacher-principal conflict and also to determine the alternative rnsulutions for problems in the secondary school.The descriptive survey design was employed rnto conduct the study. partcipants of the study were 212 teachers and 22 principals by using rnsampling random sampling and purposive sampling tchniques.The data was collected by rnusing questionnaires, interview and document review. Both qualitative and quantitative data rnanalysis methods were employed in order to reach to the result. Seven supervisors and 16rnstudents’ council chairpersons were also involved purpersively in the study. The statistics rnwere entered in to statistical package for social science (SPSS Version 24.0) software rnanalysis. The data obtained through questionnaire were analyzed and summarized using rnstatistical tools like frequency count, percentage, mean and standard deviation were rnconducted. The study dealt that lack of constructive communication, unfair distribution of rnschool activity, teacher lack of professional commitment, shortage of teaching-learning rnmaterials, teacher resistance in using new programand lack of participative decision making, rnon students’ academic performance were the major contributed of conflict. Moreover, the rnstudy revealed that teacher-principal conflict in secondary school is influenced students’ rnacademic performance. In addition,the mechanisms that were most of the time used to rncontrol and minimize conflicts were avoiding, accommodating, and competing. The rnconclusion of the study showed that conflicts results lack of healthy communication and rndiscussion between teacher-principal that detolerate students learning which influences their rnacademic performance. The influences of conflict were result in lackof collaboration between rnteachers and principals. In general ways by which schools were handling teacher- principal rnconflict was inappropriate. Recommendations of the study were;supervisors have to provide rntraining for school principal and teacher. Woreda education offices have to provide training rnfor teacher and principal to aware influences of teacher-principal conflict. Similarly teacherrnand principal have to use cooperative, collaborative and consultative conflict management rnstrategies in managing conflicts. Therefore, for the effectiveness of managing conflict rnprocesses and for the purpose of getting balanced view of conflicts, special training for both rnmanagers and teachers is recommended.

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Teacher-principal Conflict And Perceived Influence On Students Academic Performance In Government Secondary Schools Of North Shoa Zoneoromia Regional National State

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