Abstract:
In this study, efforts were made to find out the extent to which primary school Head teachers in the Sekondi Takoradi Metropolis deal with conflict issues as they emerge in their administrative duties. The study established the insight, knowledge base and skills of the head teachers on conflict management issues. It also examined the attitude of the head teachers towards conflict in their schools and how their attitude is interpreted by their teachers. In all, ten (10) head teachers, one hundred (100) teachers and nine (9) circuit supervisors were used for the study. With the study controlled by pre-established research questions, questionnaires, interviews and observations were instruments used by the researcher to gather data from the field for analysis. The studies showed that majority of primary school Head teachers have not received orientation on conflict management since their appointment into office. On their own, only, a small percentage have participated in a formal conflict management workshop or training. Again, it was established that most of the head teachers are not informed on contemporary conflict management issues. Interestingly, this has not adversely affected their practical conflict management activities and the administrative practices of the head teachers. In addition, the study revealed that most head teachers saw conflict situations as opportunities for growth and self-development, but would not entertain it in their schools. Based on the results of the study, recommendations were advanced accordingly for future consideration - which included the provision of handbooks on conflict resolution for head teachers
