Effective conflict management is central to creating safer and more supportive school learning environments. Conflict occurs when different perceptions or opinions are contradictory. Conflict affects the smooth running of the teaching and learning process, but if carefully examined and managed, it leads to peaceful coexistence between teachers and their school leaders. According to Manzoor et al. (2024), conflict is inevitable; in principle, not all disputes can be managed. However, researchers argue that teachers and school leaders should know how conflict occurs and how they can respond to or manage it to bring positive changes and minimize adverse effects (Olubunmi, 2014).
The ability to manage conflict is essential for head teachers to smooth the running of the institute. Collaboration may play an essential role in handling the conflict. Folger (2021) claims that partnership aims to take into account all of the crucial requirements of the major parties and create a plan of action that satisfies these needs—empathy is the skill to understand the experiences and emotions of another person. When you know the point of view and feelings of others, it increases collaboration and helps resolve conflicts. The most appreciated conflict resolution technique is active listening. Listening to conflict resolution helps to achieve crucial goals and opens the entrance for sympathy and understanding. Sorensen (2017) specified that the capacity to recognize and understand your feelings and other people’s feelings is referred to as emotional intelligence. This ability is crucial for conflict management since it stops things from worsening. If you can accurately read their feelings, it will be simpler to communicate with your adversary without provoking them. When a conflict is ended, relationships among the parties involved don’t essentially return to normal.
Conflict in pre-primary institutes emerged due to shortage of or unfair resource allocation and inadequate infrastructure in schools; work (poor performance of school plans, work overload and dissatisfaction, ineffective teaching, tardiness, and absenteeism, intolerance among employees on the part of teachers, lack of accountability and responsibilities, inadequate implementation of education policies, lack of staff training, and absence of reward systems for teachers); and false information, lack of commitment, poor application of rules and principles, poor communication, insufficient management skills, lack of employees’ participation in the decision, favoritism in assigning duties and providing opportunities for training, and unclear policies related to training). The head teachers can deal with problems in institutes and use different conflict-handling techniques. They also know the reasons for conflict, increase resources, increase growth opportunities, and try to accept change. Further, heads try to build their leadership abilities, including knowing when they need to change leadership attitudes and style according to the situation and trying to include the educators in decision-making.
REFERENCES
Manzoor, M., Durrani, N. R., & Manzoor, N. S. (2024). Conflict Management Strategies used by Early Grade Teachers: A Qualitative Approach. Analysis Of Social Sciences And Perspective, 5(1), 31–39. https://doi.org/10.52700/assap.v5i1.359
Olubunmi. A. (2014). School management assessment of teachers in secondary schools in Ondo State, Nigeria: Department of Science and Technical Education, Adekunle Ajasin University, Akungba – Akoko, Ondo State, Nigeria. Journal of Education & Practice, 5(6), 124-128.
Valente, S., Lourenço, A. A., & Németh, Z. (2021). School Conflicts: Causes and management Strategies in classroom relationships. In IntechOpen eBooks. https://doi.org/10.5772/intechopen.95395
