Tercer momento: Difusión y ejecución de las actividades

The analysis set to try to answer the researcher questions and to meet the research objectives. When analysis on nature and causes of conflict was done, it was establish that the nature of conflicts consisted of intrapersonal, interpersonal, emotional and group conflicts. These were caused by competition among students, personal differences, unmet needs, unruliness poor communication and lack of forums for students to their views, among others. This concurs with Madhir (1995), who found that learning environment of safety and stability was key to academic advancement of children, but the creations of this environment was challenged by conflict between students, incompatible learning styles repression of community and social conditions. The potential for conflicts in schools therefore exists. The challenge for schools and the wider community is to find ways to manage conflicts constructively so that those involved can learn and grow from the experience.

On strategies employed by principals to manage conflicts, it was established that the principals use five strategies to manage conflicts in Migori District. These were

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collaboration, competition, compromise, accommodation and avoidance, but the most popular strategies used were competition and collaboration. The least used strategy was avoidance, compromise and accommodating. This concurs with Kamau (2008), who established that headteachers largely used the integrating approach to manage a wide range of conflicts, but used avoidance and compromise to manage certain conflicts. The fact that, headteachers have been trained in conflict management means they have ideas on different conflict management strategies. Thomas and Kilman (1970), conflict management model should be adopted by headteachers to manage conflicts. He suggests that Conflict management strategy should be applied depending on the situation, problem, people interest, time available and should mend the damaged working relationship.

This is also consistent with Ramani et al (2010), who maintained that specific conflicts require specific strategies since their route causes may be unique. The study established that conflict management had an impact on teaching and learning process. Positive conflict management enhanced academic excellence, promoted mutual understanding and co-operation between stakeholders. Negative delayed or incomplete resolution of conflicts affects school performance as it waste time and energy that could have been used to teach students and productively channeled towards enhancing academic excellence. Conflicts strain relationship between teachers and students. This in turn affects the level of interaction which negatively impact on the teaching and learning process.

The finding supports Morgans (2010). Where he asserts that conflict resolutions education has increase students performance, co-operation skills, self-control the

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development of language skills, perspective awareness and general understanding of the school institution.

Investigations on measures that could be taken to improve conflict management in secondary schools in Migori District revealed several suggestions. According to headteachers, sensitization on the need for greater co-operation between parents and school administration. They suggested that provision of adequate facilities to students could minimize triggers on conflicts. Majority of the deputy headteachers and teachers suggested that there was need for headteacher and Guidance and counseling teacher‟s capacity to be enhanced on conflict management skills.

This is consistent with Ramani et al 2010, who observed that the best way of resolving conflicts, is by educating stakeholders on best ways of resolving conflicts starting with student peer educators and guidance and counseling teachers.

There should be creation of platforms and forums where groups could air their grievances. This could help stem the problems of built up anger and frustrations. Democratize elective posts to reduce conflicts. Conflicts affect teaching and learning process in Secondary schools in Migori District. Conflicts were inevitable in schools since students and teachers had different needs, views and values. The headteachers should not only be knowledgeable in conflict management and should put the knowledge into practice and when this is done, the schools will experience less conflicts and do well in academics and many activities and areas.

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CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter gives a summary of the study, draws conclusions and makes suggestions for further research.

5.2 Summary

The main objectives of the study were to find out the nature and causes of conflicts in secondary schools, the strategies employed by the principals in managing conflicts, to examine the impacts of conflicts on teaching and learning and to establish the measures that could be taken to improve conflict management in secondary schools in Migori District. To achieve these objectives, Literature review on concepts of conflicts, conflict management, strategies and reasons for managing conflicts in secondary schools was done.

The researcher used the descriptive study design which is qualitative in nature. This approach was appropriate since it enabled the researcher to assess the people‟s opinions, attitudes and affairs as they existed on the ground and the demographic information on conflict matters that were affecting the headteachers as they managed conflict.

Out of the total sampled population a total of 720 (95%) of students 10 (83%), 12 (100%) deputy headteachers and a9 (75%) of the guidance and counseling. Students and teachers were interviewed. The data was analyses qualitatively and quantitatively guided by the research objectives.

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The qualitative analysis was done using responses from the respondents while quantitative analysis was done using frequency tables, absolutes percentages and charts.

Presentation, analysis and interpretation of data was done by the of frequency tables, percentages and graphs. Critically drawing observations from the analysis which are guided by the research objectives, results were obtained based on the elements of the research questions.

5.2.1 Nature and causes of conflicts

The study established that conflicts are prevalent in schools, and identified four types of conflicts in secondary schools in Migori County as interpersonal, intrapersonal, emotional and group conflict. Interpersonal conflicts in an organization like a school are often not so visible. Of all the types of conflicts, interpersonal stands out as the most common type that really need managed for peaceful coexistence in a school organization The study also explored causes of conflicts and established that the main causes of conflicts are competition, incompatibility of needs and interest, miscommunication unmet expectations, personality differences and contradictory opinions. This study found unmet expectations; contradictory opinions, personality difference and miscommunication always cause conflicts in most of the school. However, incompatibility of needs and interest and competition rarely caused conflicts in schools.

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5.2.2 Conflict Management Strategies

This study sought to find out management strategies used in schools. The management strategies commonly used in secondary schools as identified by this study were avoidance, collaboration, competition, compromise and accommodation. The most popular strategy was competition, collaboration and avoidance. Compromise and accommodation were least common.

5.2.3 Impacts of conflicts on teaching and learning process

All the respondents agreed that if conflicts were not properly and quickly managed and resolved, they would have adverse effect on the teaching and learning process. Improper conflict management increased the number of disciplinary matters on the school officials, drop out rate and suspension rates among the learners. Poor conflict management discourages the development of language skills, perspective awareness and general understanding of the school institution. This led to a decrease in social and academic achievement in the short run and harmonious world in the long run. Negative social behavior was related to low academic achievement.

5.2.4 Measures of improving conflict management in secondary schools

For effective conflict management in secondary schools in Migori County such measures were suggested by the respondents as, sensitization on the need for greater cooperation between the parents and the school administration. There should be creation of platforms and forums where different groups could air their grievances; the capacity and competence of Guidance and Counseling teachers should be strengthened in all secondary schools and extra curricula activities to be adequately invested in. This would give then opportunity to relax, steam off and deal with any

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developing stress/strain. Schools should ensure that there are as many outdoor and

indoor games as possible to meet the varied interest of their students.