Leadership Styles and Conflict Management among Teachers in Second Cycle Institutions in the Bolgatanga Municipality

Abstract

Among instructors at Second Cycle Institutions in the Bolgatanga Municipality of the Upper East Region of Ghana, the research sought to determine the efficacy of various leadership styles employed in conflict resolution while dealing with difficult students. To be more specific, the research aimed to identify the primary causes of conflict among teachers, the different leadership styles used in conflict resolution, the efficacy of conflict resolution, and the connection between leadership styles and the success of conflict resolution. Teachers from five chosen Senior High Schools in the Bolgatanga Municipality were asked to complete a standardized questionnaire, which made it easier to collect information. An overall total of 215 instructors took part in the research. In order to analyze the data, descriptive and inferential statistics were both utilized in conjunction. In the study, it was discovered that perceived prejudice, a lack of clarity or responsibility, a lack of transparency in the promotion process, and inadequate leadership were the most common reasons of disputes. Integrating, compromise, and dominating leadership styles were more often used in conflict management than obliging and avoiding leadership styles, which were less frequently used. obliging and avoiding leadership styles were the least frequently used. When it came to dispute resolution, the schools were only marginally successful. Only the integrating and obliging leadership styles, on the other hand, had a statistically significant beneficial impact on the overall performance of the schools in terms of conflict management. A recommendation from the research is for school administrators to use both integrative and compliant leadership styles in conflict resolution, in order to enhance the efficacy of conflict resolution in the classroom.