Negash, Derartu Mathewos (2023) Conflict and Intervention Mechanisms in Secondary Schools: The Case of Hawasa City of the Sidama Regional State, Ethiopia. Masters thesis, Hekima University College.
![[img]](http://thesisbank.jhia.ac.ke/style/images/fileicons/text.png) |
Text (Conflict and Intervention Mechanisms in Secondary Schools: The Case of Hawasa City of the Sidama Regional State, Ethiopia)
Derartu Mathewos Thesis Sep 2023.pdf - Accepted Version Restricted to Repository staff only Download (2MB) | Request a copy |
Abstract
Secondary schools are increasingly experiencing conflicts which are contributing to them becoming major sources of tensions. In certain circumstances, the frustrations and dissatisfactions that occur in the community becomes a source of discussion in the schools. Occasionally, disagreements between students and teachers arise within secondary schools. Conflicting opinions about nationalistic populism, issues with gender or ethnic deprivation, and other situations, for instance, may seep into a student's and teacher’s life, creating a politically polarized environment within the school. While conflict is an unavoidable element in all human interactions and institutions, the administration of secondary schools must constructively find opportunities to promote healthy environment for learning. This study sought to understand the conflict intervention mechanisms in secondary schools with a focus on the case of Hawasa City of the Sidama regional state in Ethiopia. The main aim of this study was to examine types of conflicts in secondary schools and mechanisms that have been used to handle them in Hawassa city public secondary schools, Ethiopia. The objectives of this study were to explore the existing types of conflicts in Secondary Schools in Hawassa, to examine the factors underlying school conflicts in Secondary Schools in Hawassa, to examine the conflict handling mechanisms that has been used in Secondary Schools in Hawassa, and finally, to suggest ways in which the existing conflict interventions can be improved in Hawassa Secondary Schools Ethiopia. This study was carried out through the lens of contingency theory which involves context-based understanding, such as the types of parties to conflict, their relationships, and the sources of conflicts (example., resource-/interest-based conflicts, goal-oriented/need-based conflicts, identity-based conflicts, and so on). This research employed descriptive research design. This study found out that interpersonal conflict and intra-group conflicts are some of the common occurring disputes in the secondary schools in Hawasa, Ethiopia. The study also revealed that the conflicts occurring in the secondary schools in Ethiopia are expressed through physical fights, the use of vulgar language, and the withdrawal from the school normal activities. In order to address the secondary school conflicts in Hawasa city, Ethiopia, the study found that school administrators, instructors, and other stakeholders within the school environment should take the lead role in ensuring that the processes utilized to mediate disagreement between parties to a dispute are reasonable and objective. The study therefore recommends that training in arbitration, conciliation, negotiation, and mediation is required for school administrators, instructors, and other relevant parties for them to constructively address the secondary schools’ conflicts in Hawasa city, Ethiopia.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Conflict and Intervention Mechanisms Hawasa City The Sidama Regional State Ethiopia Derartu Mathewos Negash |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education |
| Divisions: | Africana |
| Depositing User: | Geoffrey Obatsa |
| Date Deposited: | 24 Oct 2023 09:09 |
| Last Modified: | 24 Oct 2023 09:09 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/9865 |
Actions (login required)
 |
View Item |