CONFLICT MANAGEMENT AND ACADEMIC MANAGEMENT IN EDUCATIONAL INSTITUTIONS

Abstract

This study examined the relationship between conflict management and academic management in educational institutions, with specific focus on the effect of the accommodative conflict management style at Green Hill Academy Secondary School in Kampala, Uganda. The research was guided by three objectives: (i) to assess the effect of accommodative conflict management style on administrative management, (ii) to examine its effect on personnel management, and (iii) to establish its effect on stakeholder management.

A cross-sectional survey design was employed, integrating both qualitative and quantitative approaches. The study population consisted of 93 individuals, including the head teacher, principals, Commitee members, teachers, students, and non-teaching staff. A sample of 75 respondents was selected using stratified, purposive, and simple random sampling techniques. Data was collected using questionnaires, interviews, and document reviews. Quantitative data was analyzed using descriptive statistics, Pearson correlation, and regression analysis through SPSS, while qualitative data was subjected to thematic and content analysis. Reliability and validity of instruments were ensured through expert judgment, pilot testing, and statistical verification, yielding a Cronbach’s Alpha coefficient of 0.721. The study achieved an overall response rate of 93%, which was deemed adequate for meaningful analysis.

The findings revealed that the accommodative conflict management style has a strong and positive influence on academic management at Green Hill Academy. In terms of personnel management, the approach was found to promote teamwork, mutual respect, and emotional well-being among staff, creating a harmonious environment conducive to learning. However, overuse of accommodation was noted to risk unresolved issues and weakened decision-making. Regarding administrative management, the accommodative style was associated with inclusive communication, participatory decision-making, and long-term benefits such as reduced tension and stronger teamwork. Finally, in relation to stakeholder management, the approach was valued for fostering transparency, accountability, and collaboration, although excessive reliance on accommodation could lead to perceived weakness or suppressed conflicts.

Overall, the accommodative style was found to be an effective tool for promoting harmony, trust, and cooperation in a school setting. Nevertheless, the findings highlighted that relying exclusively on accommodation may compromise strategic decision-making and hinder resolution of deeper conflicts. The study concludes that while the accommodative style significantly contributes to a positive academic environment, it should be applied selectively and complemented with other approaches, such as problem-solving or assertive styles, to achieve balanced and sustainable outcomes.

Based on these findings, the study recommends that Green Hill Academy adopts participatory conflict management frameworks involving all stakeholders, develops gender-sensitive policies to enhance inclusivity, and prioritizes continuous professional development in conflict resolution skills. Additionally, the school should establish monitoring systems to evaluate conflict management effectiveness, integrate conflict resolution training into student programs, and develop clear institutional policies and guidelines for handling conflicts. By adopting a balanced and proactive approach, educational institutions can transform conflicts into opportunities for growth, strengthen academic management, and ensure sustainable institutional effectiveness.