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FACTORS INFLUENCING CONFLICT AMONG THE TEACHING STAFF IN PUBLIC SECONDARY SCHOOLS IN STAREHE DIVISION, NAIROBI COUNTY, KENYA
ABSTRACT
The aim of the research was to establish the organizational, relational and external factors influencing conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County. The study also considered how the factors influencing conflict interact and the conflict alleviation approaches available in the public secondary schools. The study employed quantitative research designs to conduct the study. Data was collected using questionnaire as the instrument. The study used Starehe Division through purposive sampling to represent Nairobi County. The Division had a total of 11 public secondary schools out of which 6 were sampled using the stratified random sampling to ensure that all the categories of schools were represented. Random sampling was used further to sample 169 out of the 306 teachers and school administrators currently teaching in Starehe Division based on the sampling table by Robert and Morgan (1970).The questionnaire was piloted in two schools which were not part of the randomly selected schools in the division. Reliability of the Pearson’s product moment formula for the test-retest was employed to compute the correlation coefficient (r) and necessary adjustments done before embarking on data collection. The data collected was coded and entered into the computer for analysis using statistical package for social sciences (SPSS, Version 21) and analysis presented using descriptive statistics of percentages and frequencies. Pearson Correlation was used to test relationships between and among factors of conflict Results of the study indicated that organizational and relational conflicts were high in public secondary schools in Starehe Division. The majority of the schools (92%) did not have conflict resolution policies and the few available were not applied effectively. Among the organizational factors ranked by percentages, the majority (57.2%) agreed that conflicting needs was the main organizational factor influencing conflict followed by conflicting roles and pressures (52.9%) and finally unpredictable policies at 49.3%. However, the differences between the three factors were not significant. Among the relational factors as ranked by percentages, the majority (55.1%) indicated that conflicting goals and values were the main factor influencing conflict followed by conflicting styles (54.3%) and finally conflicting perceptions at 42.8%. The main role of the union was not recognized as the majority of the respondents (56.5%) were not sure of the role of the union in handling of conflict in schools. This was unlike the role of the employer and the parents which were negatively rated in all cases. There was a high positive correlation between the organizational and the relational factors as the two are mutually dependent on each other, hence the need to always tackle both as they arise. Among the recommendations was that the school administration should involve the all school stakeholders more in conflict identification and management in the public secondary schools to allow for the creation of positive relationships among the teachers and between the teachers the external stakeholders; Further research should also be done to cover all public and private secondary schools as the influences of conflict tend to vary from situation to situation and may need in depth analysis in order to get more information.
CHAPTER ONE
INTRODUCTION
Background of the Study
Psychologists described conflict as an interactive opposing behavior between two or more people, organizations or systems over incompatible goals, interests, scarce resources, values, belief system, power and prestige, nature of relationship as well as performance. Conflict in any society could range from intellectual jostling or malicious gossip all the way to use of physical force to influence destruction of property or physical injury. However, when it reached the extent of violence, destruction and killing, it could no longer a healthy part of living and might need to be managed effectively. Conflict is considered a characteristic of human existence considered to be part of the dynamic of life that drives individuals into the future. They are integral part of any social system but need to be properly managed in order to create a healthy organizational climate that is important for effective performance of responsibilities.
Employee conflict in the workplace had been reported as a common occurrence, resulting from both organizational and employee differences and values. According to Rau-Foster (2000), the workplace setting could be a fertile breeding ground for conflicts because of the dynamics and interdependency of the employee-to-employee, customer-to-employee, and employee-to- outside vendor relationships. Moreover, Schlesinger, Eccles and Gabarro (1999) asserted that conflict was a normal and natural part of both the workplace and personal lives. Pondy (1995) argued that in a company, an agency or a small scale business, conflict could be the very essence of what the organization was about and if conflict was not occurring, then, the organization had no reason for being. This meant that conflict in most cases uprooted the very impediments that undermine the organizational development and if absent, the management of the organization might be off-track in managing the affairs of the organization.
Reports from research have indicated that the evolution of conflicts in school setups is mainly influenced by threats to resource supply and demand which may be real or perceived. However, the school has the responsibility to develop favorable attitudes towards learning and relationships in each child and therefore all efforts must be employed reduce conflict incidences to minimum. This is important because it is in the schools that the students are expected to interact with one another, their teachers and educational administrators for purposes of social development.
A previous empirical study by Mensar (2007) in Ghana and Onsarigo (2007) in Kenya while focusing to establish and analyze the existing conflict resolution mechanisms in public secondary schools had sought to determine factors influencing conflicts in institutions of higher learning. The studies established that conflict was rife in learning institutions but the means of combating them are limited. More findings had also indicated that it was better to expose and resolve conflict before they damage people’s relationships or even before they degenerate into violence which undermines institutional stability and performance. The studies concluded that social conflicts in educational institutions demand moral authority and leadership integrity to resolve them. If not resolved on time, they could have a destabilizing effect on institution’s performance and learning processes. This dictates any arising potential conflict causes be analyzed and the underlying issues addressed before the actual conflict occurs.
1.2 Statement of the Problem
It was a general belief that quality education was centered on the quality and the efficacy of the teacher, availability of teaching and learning resources, infrastructure and the ability of the pupils or students to grasp and reproduce the concepts. Little attention was however paid to what happened in the school environment, in the classroom when teaching was in progress and the kind of relationships that existed between teachers and pupils, among teachers, among pupils, between teachers and their school heads, and even between the school and the community in which the school existed. The Ministry of Education report indicated that in- spite of the government policies put in place; Kenyan educational institutions had continued to report increased cases of conflict. Republic of Kenya (2001) indicated that conflicts in Kenya’s secondary schools had become a major problem that all stake holders in education should take a great concern. However, this approach had not been keen to look at the influences of conflict among the teaching staff yet it could have a significant effect on the school community. This study therefore attempted to investigate the factors which influence conflict in public secondary schools among the teaching staff and between the teaching staff and the administration. The main aim of the study was to come up with the real explanation as to why conflicts occurred frequently and provide recommendations on the remedies.
1.3 Purpose of the Study
The purpose of this study was to establish the factors that influence conflict among the teaching staff in public secondary schools in Kenya.
1.4 Objectives of the Study
The specific objectives were to:
1. Establish the organizational factors that influence conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County;
2. Identify the relational factors that influence conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County;
3. Identify the external factors that influence conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County;
4. Determine the relationship between organizational and relational factors that influence conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County;
1.5 Research Questions
1. What are the organizational factors that influence conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County?
2. What are the relational factors that influence conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County?
3. What are the external factors that influence conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County?
4. Is there any relationship between organizational and relational factors that influence conflict among the teaching staff in public secondary schools in Starehe Division of Nairobi County?
1.6 Significance of the Study
The findings of this study would be invaluable to the school actors such as the employer, the school administration the teachers and the students to strengthen the school management practice of putting strategies in place to manage conflicts in a more professional manner. The findings would also contribute to academia by providing valuable empirical data for further research and academic interest in conflict resolution and management. The school management bodies could also use the information from the study to develop appropriate models that incorporated effective conflict management and resolution for improved performance and other teaching, learning outcomes. The policy makers would employ the information as a source of evidence while undertaking the review of conflict management policies in schools.
1.7 Delimitations of the Study
This study identified individual teachers and school administrators within the schools in Starehe Division of Nairobi County for the study. The study covered issues relating to the factors of conflict in secondary schools and the existing conflict management structures. Even though the study was limited to Starehe Division, the outcome could be generalized to other secondary schools in the country since it was impossible to include all secondary schools in the country.
1.8 Limitations of the Study
The main limitation of the study was based on the fact that case-specific study approach to derive information may have brought the possibilities of misrepresentation when it came to using it for data generalizations. Some heads refused to give information on conflict situations in their schools for fear of their schools being labeled “conflict prone”. This denial made it difficult for the researcher to have access to a reflection of real conflict situation from the school head teachers and be able to validate the data obtained from other respondents, creating more room for bias. The alternative involved getting as much information as possible from the teachers after assuring them that the information would remain confidential and was solely for the purpose of the research.
1.9 Assumptions of the Study
This study was conducted on the assumption that inherent human biases of the respondents was minimal by them giving truthful and honest responses and therefore did not compromise the accuracy of the information generated. Furthermore, the sample chosen was a representation of the population and the data collection tool was reliable enough to collect all the required information accurately.
1.10 Definition of Significant Terms
Conflict: Refers to being in opposition or hostility, which leads to either passive or violent resistance;
Public Secondary Schools: Refers to schools that are state owned and managed by the government policies as they receive government support; for example, posting of teachers and funding.
External Factors: Factors outside the organization or group that affect conflict within the organization.
Organizational Factors of conflict: Factors which originate within the system in which several networks of individuals interact, and which itself interacts with the wider social and economic environment.
Relational Factors of conflict: Factors that involve two or more people or groups in a conflict.
Teaching Staff: Refers to the school employees that are involved in giving curriculum instructions and general guidance to the students.
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