Principals’ Goal Setting Skills and Conflict Resolution among Teachers in Secondary Schools in the South West Region of Cameroon

Abstract

This study investigated Goal Setting 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 find out the effects of principals’ goal setting skills on conflict resolution among teachers in secondary schools. 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. Finding show that principals’ goal setting skills significantly and positively affect conflict resolution (P=0.048, <0.05). The positive sign of the correlation value (R= 0.159*) implies that principals are more likely to resolve conflict among teachers when they have good goal setting skills and are less likely to resolve conflict among teachers when they lack good goal setting skills. Therefore, the null hypothesis was rejected and the alternative hypothesis that states there is a significant effect between principals’ goal setting skills and conflict resolution among teachers in secondary schools was accepted. It was therefore recommended that principals should therefore be trained in this aspect (goal setting skills) so as to better handle the issue of conflict in their schools. Conclusively, findings have shown that the principals’ goal setting skills has a vital role to play in conflict resolution among teachers in secondary schools in the South West Region of Cameroon.