Perceived role of circuit supervisors in managing conflicts in basic schools in the the Kumasi metropolis

Abstract

The purpose of this study was to evaluate the Perceived Role of Circuit Supervisors in Managing Conflicts in Basic Schools in the Kumasi Metropolis. It also examines the intensity of conflict in the circuits and the extent to which conflict management behaviours demonstrated by the Circuit Supervisors contribute to or reduce the amount of conflicts that arise in Basic Schools in the Metropolis. Information was obtained from both head teachers and teachers numbering 664 made up of 63 headteachers and 601 teachers from 45 schools sampled from 189 Basic Schools in the Metropolis, using a five- point Likert Scale Questionnaire. Data analysis produced a significant negative correlation between conflict prevention techniques demonstrated by Circuit Supervisors and conflict intensity in the schools. That is, the more a Circuit Supervisor exhibited conflict prevention techniques, the less the intensity of conflict that existed in the schools in the circuits. There was also a significant negative correlation between conflict resolution techniques employed by Circuit Supervisors and conflict intensity. Thus, Circuit Supervisors who employed rational approaches to conflict resolution experienced reduced levels of conflict intensity, whilst those who used force in resolving conflict had high levels of conflict intensity in the schools. Among the recommendations made were the following: Circuit Supervisors should avoid such tendencies as being too authoritarian that could lead to conflicting situations. They should involve the subordinates in decision-making and should be concerned with subordinates' welfare. To the greatest extent possible, the final resolution of conflict should advance the interest of all parties.