Abstract:
The main purpose of this study was to describe causes and strategies conflict management
strategies in DendiWoreda governmental secondary schools. In order to meet the objectives of
the study, a descriptive research design was employed. From the total population of 202
teachers; 137 teachers were included in the studybyusing simple random sampling and 10
school principals, 5 unit leaders, 5PTA`s chairman, 5 disciple committee coordinators, and 2
supervisor were purposely selected for this study. Questionnaire, interview, and document
review were used for data collection. The data obtained through questionnaire were analyzed
using SPSS version 20 .0 software to calculate F ratio, mean, standard deviation, and
percentage. Regarding the views, the findings of the study revealed that conflict has positive and
negative outcomes and dynamic process in its nature in secondary schools. Dissatisfaction with
the decisions made by the school administration, dissatisfaction for working on tasks and
improper fixation of motivational and reward processes by school leaders ,the way school
leaders (principals) communicate with stakeholders, unclear school rule and regulations and
their improper implementations as well as absence of schools guidelines, lack of professional
skills of team leaders to support their members, unfair treatments and relationships of
individuals in the same department and unfair teachers’ evaluation performance appraisal, lack
of assign responsible person in right position, having unequal attitude toward teachers, bad
work environment, lack of participatory decisions, teachers' resistance to change are causes of
conflict in secondary schoolsinclude your study site. The study found that that avoiding,
accommodating, and compromising conflict management strategies are frequently practiced in
the schools than collaborative and competing conflict management strategies. Forcing style and
problem solving conflict resolution strategies are frequently used than smoothing method in the
schools. Conflict resolution skills practiced in the schools studied were finding the root cause of
conflict and taking corrective action, perceive issue positively, participating teachers,
dominating the other party in conflict resolution, and using convincing rules and regulation in
the schools. The researcher recommended that leaders have to be skillful enough to choose the
right conflict resolution approach that can satisfy a particular conflict situation.
