Conflict Management (CM) Strategies among School Heads and Teachers (TRs) in a Ghanaian Basic School in Ghana

Conflict is a natural part of organizational life; educational institutions are not an exception. This study is aimed at discovering the approaches to conflict management used by school administrators and TRs in basic educational settings in Ghana. With a qualitative case study approach, the research is focused on the reasons, types, effects, and management methods for conflicts in these institutions. Besides, the study of 15 randomly sampled participants from the basic school cluster, conducted through in-depth interviews, reveals many factors that cause conflicts, including ineffective communication, inequity, poor leadership, stress, and lack of motivation. Personality conflicts, resource scarcity, and power relations become the most common causes of stress. It affects the learning environment, the productivity level, and the organizational harmony negatively. The results show that heads of schools and TRs use reconciliation as the main CM strategy and that factors such as cooperation, competition, and compromise are inherent in the approach, but they depend on contextual factors. The study in question highlights the importance of having a complete understanding of the nature of conflicts and using appropriate means to exploit the opportunities for conflict transformation. Overall, through an exploration of the multi-dimensional nature of conflicts and their management within basic educational contexts, this study provides a fundamental basis for policy-oriented decisions, professional development programs, and stakeholders' collaboration. Suggestions are given to increase budget allocation, leadership training, employee wellness, regulatory compliance, and community engagement, which in turn help to create conducive learning environments that promote educational excellence.