Leading Without Clashing: School Management and Teachers in Conflict Resolution

Abstract

In public schools, conflicts between teachers and school administration are common and frequently have an effect on the overall educational environment. Although there are a significant number of studies on conflict management in public schools, less is known about how this issue is handled within school management, including the departmental head, assistant head teacher, head teacher, and teachers. This study emphasises how effective leadership encourages collaboration and suggests several approaches to address conflicts among public school administrators and teachers. It examines approaches to leadership, conflict sources, and how these factors determine the efficiency of teachers and the school environment. Conflict exists within every organization, and the nature of the conflicts that arise in educational settings varies, leading to unique consequences. The study was carried out at two public secondary schools in Nepal’s Gorkha Municipality, Gorkha. An interpretivist research paradigm was used in this qualitative case study. Six participants were interviewed to gather the information, which was subsequently presented to a thematic analysis. This study revealed that there were substantially fewer conflicts between public school administrators and teachers when there was open communication, respect for one another, and collaborative decision-making. A more enthusiastic and cooperative school climate was also promoted by using the technique of negotiations and cooperative problem-solving techniques. This study found that conflicts between teachers and school management should be resolved. The study suggests that school management’s conflict resolution abilities should receive immediate attention through seminars and training in accordance with the findings.