EXAMINING CONFLICT TYPES AND MANAGEMENT STRATEGIES ON TEACHER PERFORMANCE: KESSES SUB-COUNTY, UASIN GISHU, KENYA

Abstract

Conflict in secondary schools is inevitable due to differences in values, interests, teaching approaches, and expectations among stakeholders. Poorly managed conflicts can negatively affect teachers’ performance and the overall learning environment. In public secondary schools in Kesses Sub-County, Uasin Gishu County, persistent challenges such as ineffective lesson delivery, lateness to class, poor classroom discipline, incomplete syllabus coverage, and low participation in co-curricular activities have raised concerns. This study investigated the influence of conflict management strategies on teachers’ performance in these schools. The specific objectives were to examine the prevalence of common types of conflicts in public secondary schools, assess the influence of four selected conflict management strategies on teachers’ performance in public secondary schools and determine the most effective conflict management strategy in enhancing teachers’ performance in public secondary schools. This study adopted the Thomas-Kilmann Theory of Conflict Resolution, developed by Kenneth Thomas and Ralph Kilmann. The study adopted a descriptive survey design. The target population comprised 41 public secondary schools, 205 teachers, and 41 school principals, with a sample size of 141 respondents selected using a combination of stratified random sampling and purposive sampling techniques. Data were collected using structured questionnaires for teachers and interviews for principals and education officers. Data were analyzed using both quantitative and qualitative techniques. Quantitative data were processed using SPSS, with descriptive statistics (frequencies, percentages, and means) and inferential statistics including correlation, multiple regression analysis, and ANOVA. Qualitative data from interviews were analyzed thematically to provide contextual insights. The findings revealed that collaboration had the strongest positive influence on teacher performance by improving teamwork, motivation, and inclusive decision-making. Compromise enhanced fairness and stability, though follow-ups were necessary to sustain outcomes. Accommodation provided short-term harmony but negatively affected long-term engagement, while avoidance offered temporary relief without resolving underlying issues. Multiple regression results indicated that these strategies explained 43.7% of the variation in teacher performance (R = 0.661, R² = 0.437). The study concludes that effective conflict management strategies are critical for enhancing teacher performance and recommends promoting collaboration, strengthening compromise through structured follow-ups, and minimizing overreliance on avoidance and accommodation, supported by training programs, feedback mechanisms, and regular conflict audits.