CONFLICT RESOLUTION STRATEGIES EMPLOYED BY ESWATINI SECONDARY SCHOOL PRINCIPALS IN THE MANZINI REGION

Abstract

The study investigated the conflict resolution strategies employed by Eswatini secondary school principals in the Manzini region. Seven (7) secondary school principals were sampled purposively, seventy (70) teachers were randomly selected, and fourteen (14) heads of departments were selected using convenience sampling. Data were collected using a questionnaire, semi-structured interviews, and focus group discussions. Quantitative data were analyzed using simple descriptive statistics, such as frequencies and percentages, while qualitative data were analyzed using content analysis. The findings revealed that secondary school principals did not allow teachers to handle school conflicts. Additionally, the findings showed that school principals were not using the open-door approach as a conflict resolution strategy. It was concluded that secondary school principals in Eswatini lacked knowledge in employing the effective conflict resolution strategies in their respective schools. A majority of them used the avoidance strategy thus worsening school conflicts. Therefore, the study suggested a need to sensitize school principals in conflict resolution strategies in their respective schools and organize regional workshops to help empower them to deal with conflicts in schools.