Principals’ Team Building Skills: A Strategy Used to Resolve Conflict among Teachers in Secondary Schools in the South West Region of Cameroon

Abstract

Conflict resolution is a peace process for resolving disagreement between individuals, groups and nations. This study investigated team building skills as a strategy used by principals to resolve conflict among teachers in secondary schools in the South West Region of Cameroon. The objective of this study was to examine the effects of principals’ team building skills as a strategy to resolve conflict among teachers. This objective was transformed into research question and hypothesis. Based on the nature of the study, research questions and hypothesis, the mixed method (quantitative and qualitative) approach specifically the sequential exploratory research design was adopted. Data was collected using a questionnaire for teachers and an interview guide for principals. Data was collected from 372 teachers and 40 principals. Participants were sampled using the purposive and convenient sampling techniques. The reliability analysis of the instrument, most especially, that for the teachers, was tested using the Cronbach Alpha test with a coefficient value which stood at 0.873. Quantitative data were analysed using SPSS version 23 with the aid of frequency count and percentages while the hypothesis of the study was tested using the Spearman’s rho test. Findings revealed that principals’ team building skills (R= 0.280**, P=0.001, far <0.05 significantly and positively affect conflict resolution among teachers. Qualitative data were thematically analysed and findings revealed as follows: firstly, principals with good communication skills properly handle conflict and better understand teachers’ feelings; secondly, principals with good motivation skills makes teachers feel valued and sustain healthy relationships among staff; thirdly, principals with good team building skills help to effectively bring staff together thereby minimizing the rate of conflict among them; fourthly, principals with good goal setting skills properly handle conflict, build teachers’ trust and encourage unity among them; fifthly, principals’ with good coaching skills properly guide their teachers and effectively resolve conflict among them. It was therefore recommended that principals should be trained on the effective use of the various leadership skills in order to effectively run the day to day activities of their schools and to better manage their teachers, most importantly in times of conflict. Conclusively, findings have shown that the principals’ communication skills, motivation skills, team building skills, goal setting skills and coaching skills have a vital role to play in conflict resolution among teachers in secondary schools in the South West Region of Cameroon.