Perceived effects of School conflict on Students’ Academic Performance in senior high schools in Atebubu-Amantin municipality of Bono East Region

Abstract

The goal of the study was to assess the perceived effects of conflict on academic performance of students in senior high schools and to identify conflict solutions in the Atebubu-Amantin municipality. Descriptive survey design within the quantitative research approach was applied in this study. The population for the study was 190 teachers and 2,172 students. A proportional stratified sampling technique was used to select 127 teachers and 325 students for the study. Data was collect from teachers and students using questionnaires. The data collected were managed and analysed with descriptive statistics namely frequencies, means, percentages, and standard deviations. It was found out from both teachers and students that there is a high occurrence of disputes among teachers and students in the schools. The study also revealed that both teachers and students believe that many sources of conflict include, drug misuse, discipline crises, and leadership approaches in the school. It was established from both teachers and students that, conflicts can be caused by abusive language, use of corporal punishment, poor accountability. It was revealed after the analyses that effects of conflicts as suggested by most teachers and students include absenteeism, poor quality of education, leadership disruption, and poor academic performance. Finally, it was revealed that conflicts can be resolved through constructive methods which include negotiation, accommodation, investigate issue in conflict etc. Based on the findings, it was recommended that the district education authorities must appoint an accountant to each selected school in the district to control the school's finances.