Leadership Dispositions and Conflict Management Effectiveness among Secondary School Leaders in Mombasa, Kenya: A Mixed-Methods Study

Abstract

This study explored how emotional intelligence, cultural empathy, and leadership self-efficacy help secondary school leaders in Kenya handle conflicts more effectively. Rather than viewing conflict management as a set of rigid behaviours, the research focused on how leaders’ personal qualities and relationships shape their responses. Using a mixed-methods approach, the study combined surveys with open-ended questions about real-life conflict experiences. Statistical analysis showed that leaders with higher emotional intelligence were the most successful at managing conflict, with cultural empathy and self-confidence also playing important roles. Together, these qualities explained much of the variation in conflict management success among leaders. The qualitative responses brought these results to life, illustrating how being calm, understanding different perspectives, and building trust help leaders resolve disputes. Overall, the study shows that conflict management in schools is an adaptive process that depends on a leader’s emotional, cultural, and personal strengths. For schools in Kenya, the findings suggest that developing these capacities in leaders is more important than simply following step-by-step conflict management frameworks. The study also offers practical recommendations for leadership development, such as training in emotional regulation, cultural awareness, and confidence-building.