Headteachers’ Conflict Management Strategies and Teachers’ Role Performance in government-Aided Primary Schools in Butaleja District, Uganda.
| dc.contributor.author | Higenyi, Yokosani | |
| dc.date.accessioned | 2026-05-26T17:29:52Z | |
| dc.date.available | 2026-05-26T17:29:52Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | The study examined the influence of headteachers’ conflict management strategies (collaborative strategy, accommodating strategy, and avoidance strategy) on teachers’ role performance in government-aided primary schools in Butaleja District in Uganda. A cross-sectional survey design was adopted with both quantitative and qualitative approaches. A sample of 90 classroom teachers and 08 Headteachers were selected using simple random sampling and census inquiry respectively. Data were collected using a validated closed-ended 5-Point Likert Scale questionnaire and an interview guide. Simple linear regression analysis was employed for quantitative data analysis while qualitative data were analyzed thematically. Results indicate a generally moderate positive statistically significant influence of collaborative strategy (ß = .031, p < .05), accommodating strategy (ß = .036, p < .05), and avoidance strategy (ß = .046, p < .05) on teachers’ role performance in government-aided primary schools in Butaleja District. Based on the study findings, it was concluded that there exists a positive and statistically significant influence of headteachers’ conflict management strategies in terms of collaborative strategy, accommodating strategy, and avoidance strategy on teachers’ role performance in government-aided primary schools in Butaleja District. The study recommends that headteachers should be supported to continue encouraging teachers to view conflicts as problems to be solved, make efforts to find creative solutions that satisfy all the parties concerned, promote the idea of conducting open discussion of issues, and focus on solving problems so that everyone wins to boost teachers’ role performance in government aided primary schools in Butaleja District. | |
| dc.identifier.citation | Higenyi, Y. (2024). Headteachers’ conflict management strategies and teachers’ role performance in government-Aided primary schools in Butaleja District, Uganda. [Masters, Thesis]. Busitema University. | |
| dc.identifier.uri | https://bdears.busitema.ac.ug/handle/123456789/4002 | |
| dc.language.iso | en_US | |
| dc.publisher | Busitema University | |
| dc.title | Headteachers’ Conflict Management Strategies and Teachers’ Role Performance in government-Aided Primary Schools in Butaleja District, Uganda. | |
| dc.type | Thesis |