Communication Strategies for Effective Conflict Management between Teaching Staff and Principals in Public Secondary Schools in Rachuonyo South Sub-County, Kenya

Abstract

Education institutions in Kenya have reported rising cases of conflict between the teaching staff and principals (Ministry of Education, 2002). These conflicts arise from teachers' unwillingness to follow laid down rules and defiance to perceived principals' authoritarian tendencies. This study aimed to examine the effectiveness of communication strategies in resolving conflicts between principals and the teaching staff in public secondary schools in Rachuonyo South Sub-County, Kenya. The study was anchored on three theories: Thomas-Kilmann Conflict Mode Instrument (TKI), Communication Accommodation Theory (CAT), and Interest-Based Relational Approach (IBR). A mixed method approach with exploratory research design was employed in the study. The study targeted 620 teachers and 34 principals in Rachuonyo South sub-county. 10% (62 teachers and 4 principals) sample was selected. Stratified random sampling was used to select teachers, of varied teaching experience from different schools; while purposive sampling was used to select principals, based on their tenure, the size of the school, and their involvement in managing conflicts with teaching staff. A structured questionnaire was used to collect data from teachers, while an interview guide was used to collect data from principals. Descriptive statistics was used in the analysis of quantitative data, including measures of central tendency and variability, and thematic analysis was applied on qualitative data. The findings revealed that assertive and non-blaming communication strategies were most effective in fostering collaboration and resolving conflicts. The study concludes that implementing communication strategies can foster a more collaborative environment in schools, ultimately leading to more effective conflict management between principals and the teaching staff. The study recommends adoption of appropriate communication strategy for effective resolution of conflicts. The implications emphasize the need for training on preferred communication strategies, ensuring sustainable conflict management in public secondary schools.