An assessment of conflict management mechanisms among teachers in selected basic schools in the Effutu Municipality, Ghana

Abstract

This study examines conflict management mechanisms among teachers in basic schools within Effutu Municipality, Ghana, with the aim of identifying the causes of conflict, assessing their impacts on academic performance, and evaluating the effectiveness of current strategies. The study underpinned by the conflict resolution and organisational behaviour theories. Additionally, the research employs a qualitative methodology, gathering data through semi-structured interviews with teachers and school administrators. The findings highlight that conflicts often arise from factors such as poor communication, resource competition, role ambiguity, and leadership inefficiencies. These issues negatively affect teacher morale, diminish collaboration, and disrupt the educational environment, leading to lower student performance. Existing conflict management mechanisms, such as administrative interventions and informal mediation, are inconsistently applied, undermining their potential effectiveness. The study emphasises the need for structured and sustainable conflict resolution frameworks that promote collaboration and reduce tensions among teaching staff. It recommends comprehensive training in conflict resolution for school leaders, the implementation of clear communication protocols, and the development of professional development programs to address role-related issues. These measures aim to foster a more harmonious working environment, improve teacher morale, and enhance academic outcomes for students. Keywords: Conflict Management, Teacher Collaboration, Educational Performance, Qualitative Research, Effutu Municipality.