THE EFFECTS OF PRINCIPALS’ LEADERSHIP SKILLS ON CONFLICT RESOLUTION AMONG TEACHERS IN SECONDARY SCHOOLS IN THE SOUTH WEST REGION OF CAMEROON

Educational Foundations and Administration

This study investigated the effects of principals’ leadership skills on conflict resolution among teachers in secondary schools in the South West Region of Cameroon. The study was guided by two objectives which were to investigate the effects of principals’ communication skills on conflict resolution among teachers in secondary schools in the South West Region of Cameroon and to explore the effects of principals’ coaching skills on conflict resolution among teachers in secondary schools in the South West Region of Cameroon. The objectives were transformed to give two hypotheses. The survey research design was adopted for the study. Data were collected using a questionnaire for teachers and an interview guide designed for principals. Data were collected from 372 teachers and 40 principals. Participants were sampled using the purposive and convenient sampling techniques. The reliability analysis of the instrument most especially that for the teachers was tested using the Cronbach Alpha test with a coefficient value stood at 0.873. Quantitative data were analysed using SPSS version 23 with the aid of frequency count and percentages while the hypotheses of the study were tested using the Spearman’s rho test. As for the qualitative data, there were thematically analysed. Findings showed that principals’ communication skills (R= 0.199*, P=0.021, <0.05) and coaching skills (R= 0.261**, P=0.002, <0.05), significantly and positively affect conflict resolution among teachers. The positive nature of the effects implies that principals are more likely to resolved conflict among teachers when they portray good communication and coaching skills and less likely to resolved conflict among teachers when they lack good communication and coaching skills. Therefore, it was recommended that principals should be trained. That is they need to undergo formal training and that they need to posses good communication and coaching skills to effectively run the day to day activities of their schools and to better managed their teachers, most importantly in times of conflict.

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