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org Mathembele et al
IAA Journal of Education 9(3):1-7, 2023. ISSN: 2636-7270
©IAAJOURNALS
https://doi.org/10.59298/IAAJE/2023/1.10.1000

The Causes of Workplace Conflicts among Teachers’ Performance: A Case

Study of Government - Aided Secondary Schools in Bukonzo County,
Kasese District

Wilson Mathembele1, Basil Tibanyendera2 and Emmanuel Ifeanyi Obeagu3

1
Department of Education, Kampala International University, Uganda.
2
Department of Education, Bishop Stuart University, Mbarara, Uganda.
3
Department of Medical Laboratory Science, Kampala International University, Uganda.

ABSTRACT
The study sought to establish the effects of workplace conflicts on teachers’ performance in
the government –aided secondary schools in Bukonzo County, Kasese District. It focused on
establishing the categories, causes and the effects of workplace conflicts on teachers’
performance in the government –aided secondary schools in Bukonzo County Kasese District.
A non-experimental descriptive survey design was adopted which used interviews and
structured self-administered questionnaires to collect data from a sample of 178
participants. The head teachers, deputy head teachers and directors of studies were sampled
using purposive sampling and the teachers were sampled using stratified random sampling.
This sample comprised of 11 head teachers, 11 deputy head teachers, 11 directors of studies
and 145 teachers. The schools were sampled using census sampling. The causes of workplace
conflicts are said to be scarcity of resources, misappropriation of funds and role ambiguities.
In light of the above findings, the following recommendations were made; school
administration should find out the root causes of workplace conflicts in the government -
aided secondary schools and involve all the stakeholders in the school management in order
to enhance discipline for effective conflict management strategies to be put in place.
Keywords: Causes, workplace, hazards, conflicts, secondary schools, Uganda

INTRODUCTION
Worldwide, quite a number of studies have property and injuries of school
been undertaken in Asia and the USA all administrators. The strikes have been
indicating that conflict is a general attributed to undisciplined students or
phenomenon of school life and as a result disgruntled teachers Tumwesige [2]. The
institutional heads often spend valuable term conflict carries a variety of
time trying to solve problems that arise as definitions, depending on the usage and
a result of workplace conflicts or the context of its usage. Chandan [3]
disagreement among members. This defines conflict as a disagreement between
reduces time for constructive planning two or more individuals, groups, with each
and promotion of creative initiatives and individual or group trying to gain
solutions. This large part of conflict in acceptance of its view or objectives over
workplace disrupts school activities and others. He contends that conflict being an
constructive contribution to the school outcome of behavior; it is an integral part
progress [1]. Schools in Uganda have of human life. In the context of this study,
witnessed an increasing frequency in workplace conflicts are conflicts that take
strikes against school administration place in the workplace and could be
either by the students or teachers for the between teachers themselves and teachers
last decade Tumwesige [2]. Some of these and school administration. Burns [4]
strikes have resulted into destruction of espouses conflict as a disagreement,

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misunderstanding, or clash between two or allocation of the scarce resources. This
more organizational members or groups consequently affects teachers’
arising from the fact that they must share performance in terms of executing their
scarce resources or work activities. In duties. The study was done to determine
secondary schools, because of the scarcity the categories of workplace conflicts in the
of resources, given that members target government-aided secondary schools in
different goals, teachers and Bukonzo County, Kasese District.
administration are bound to conflict over
METHODOLOGY
Research design
The study used a non-experimental for an anonymous look inside the thought
descriptive survey design which is a processes of large numbers of people
scientific method used for observing and simultaneously, allowing for an
describing the behavior of a subject opportunity to describe what is not
without influencing it in any way. This outwardly observable [5]. Moreover
enabled the researcher to obtain descriptive survey describes the
information regarding the subjects studied characteristics of respondents,
at the time of the study. Kothari (2003) phenomena, opinions, attitudes,
observes that the use of descriptive preferences and perceptions of the
research design is a process of data persons of interest to the researcher. It was
collection in order to answer questions based on a case study of government-aided
concerning the current status of the secondary schools.
respondents to be studied. Surveys allow
Study population
The target population for this study was topic. Besides, there have been a number
head teachers, deputy head teachers, of workplace conflicts reported in the
directors of studies and the teachers in the government - aided secondary schools in
eleven government-aided secondary Bukonzo County Kasese District and no
schools in Bukonzo County, Kasese study has been undertaken to establish the
District. The target population was chosen categories, causes and effect of workplace
because it would provide adequate and conflicts on the teachers’ performance.
relevant information concerning the study
Sampling techniques
The stratified proportionate random in the sample in proportion to the number
sampling and purposive sampling in the population and they have equal
techniques were used. The stratified chance to be included. Purposive sampling
random sampling technique was used to was used for the head teachers, deputies,
select the teachers. It was preferred the first deputy head teacher in schools
because it involves dividing the with two deputy head teachers and the
population into homogeneous subgroups, directors of studies. The head teachers,
thus, males and females and then taking a deputy head teachers and directors of
random sample in each subgroup hence studies were purposively selected because
adequate representation of each subgroup. of their positions in the school and they
The sample was selected in such a way as were in a suitable position to provide
to ensure that the male and female appropriate information to the study.
teachers in the population are represented
Sample size
All the 11 government-aided secondary government - aided secondary schools had
schools in Bukonzo County, Kasese 403 teachers. Accordingly, 201 would be
District were selected by census method. an ideal sample. Data was collected from
According to Mugenda and Mugenda [6], 178 respondents, which included 145
30% of the target population will be an teachers, 11 head teachers, and 11 deputy
ideal sample. By the time of study, the 11 head teachers, and 11 directors of studies.

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Research instruments
The instruments used included enabled the researcher to solicit for
questionnaires and interview guides which information from the respondents.
Questionnaires
A self-administered questionnaire with various sources at the same time and it was
closed and open ended questions was convenient to the subjects as they filled it
designed and used to collect data from the at their convenience. It also catered for
deputy head teachers, directors of studies anonymity from the deputy head teachers,
and the teachers. This is because it helped directors of studies and the teachers since
the researcher to get information from they filled it independently.
Interview guide
Leedy [7] defines an interview as a two- questions with specific topic areas but the
person face to face conversation initiated exact wording of the question was left to
by the interviewer for the specific purpose the interviewer. The face to face
of obtaining research relevant interaction helped the researcher to delve
information. The researcher carried out deeper into the issues and clarify any
interviews with the head teachers to get in- doubts that arose. Also it helped the
depth information about the problem of researcher to get intimate feelings and
the study which the questionnaires would opinions of the head teachers about the
not elicit. The interview guide constituted study.
of the bio-data section and open ended
Data collection methods
The researcher used both quantitative and on the categories, causes of workplace
qualitative methods as the study intended conflicts and their effect on the teachers’
to find substantial information or evidence performance.
Procedure
A covering letter was obtained from the secondary schools were contacted. The
Dean, Faculty of Science, Mbarara questionnaires were given out by the
University of Science and Technology researcher, filled and collected for coding
(MUST) introducing the researcher to the and analyzing. Face to face interviews
secondary schools’ management. were conducted for the head teachers in
Permission from Kasese District Education their offices or any other place convenient
office was acquired and head teachers of to them.
Data analysis and presentation
Charles and Mertler [8] affirm that data computer, using the SPSS packages. Data
analysis helps to describe the data clearly; was then analyzed starting with the
to identify what is typical and atypical primary analysis, which involved use of
among the data; to bring to light descriptive statistics, mainly frequencies
differences, relationships and other and percentages where appropriate. Chi-
patterns existent in the data through square test was used to determine the
interpretation; and ultimately to answer relationship between the dependent and
research questions and test hypotheses. It independent variables. According to
is from such analysis that the researcher Sarantakos [9], Chi-square is a general test,
and other users of the study can make designed to evaluate whether the
sense of the data. Quantitative and difference between observed frequencies
qualitative data obtained from the and expected frequencies under a set of
respondents of the study, was processed theoretical assumption is statistically
and analyzed so as to test the research significant. Basically, it provides
hypothesis and answer the research information about whether the collected
questions, and ultimately achieve the data are close to the value considered to be
study objectives. After manual scrutiny of typical and generally expected and
all the returned questionnaires to whether two variables are related to each
ascertain that they were filled, the other. The formula for the Chi-square is:
quantitative data was entered in the

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𝑥² = ∑ ( ʄо− ʄе )²
ʄе
where,
𝑥² = Chi – Square
∑ = Sum
ʄо = Frequency observed
ʄе = Frequency expected
Qualitative data responses from interviews of themes, interconnections or
were recorded, typed out directly on differences, generalizations and analyzed
computer. At coding stage the using thematic content analysis,
respondents’ statements were copied conclusions were then made. Data
verbatim. After coding the data was sorted collected was validated and then coded.
into categories according to the emerging Presentation was done using tables for
ideas. This was followed by identification easy communication.
Ethical considerations
The researcher ensured that all respondents and did not reveal their
confidentiality of the information obtained identities. They did not put names on the
was observed and to be used not for any instrument. Clearance from the Research
other purpose other than for the study. Ethics Committee of Mbarara University of
The researcher sought for informed Science and Technology (MUST) was
consent from the respondents, respected obtained.
RESULTS
Table 1: Teachers’ responses about the causes of workplace conflicts
Response A cause
Frequency Percent

Personality differences 26 18%

Scarcity of resources 28 19%
Perceptions of individuals 20 14%
Misappropriation of funds 24 16%
Goal differences 12 8%
Interdependence 6 4%
Authority relationships 13 9%
Role ambiguities 17 12%
TOTAL 145 100%

From Table 1 above, the majority of the cause. These responses points out scarcity
teachers, 28 (19%) of the teachers indicated of resources, personality differences and
scarcity of resources as a cause of misappropriation of funds as the major
workplace conflicts, 26 (18%) of the causes of workplace conflicts in the
teachers cited personality differences as a government-aided secondary schools in
cause and 24 (16%) of the teachers pointed Bukonzo County whereas there are other
out misappropriation of school funds as a causes as well.
Table 2: Deputy Head teachers’ responses about the causes of workplace conflicts
Response A cause
Frequency Percent
Personality differences 2 18.2%
Scarcity of resources 2 18.2%
Perceptions of individuals 1 9.1%
Misappropriation of funds 1 9.1%
Goal differences 1 9.0%
Interdependence 0 0%
Authority relationships 2 18.2%
Role ambiguities 2 18.2%
TOTAL 11 100%

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From Table 2 above, besides ambiguities and authority differences as
interdependence, all the factors used to the major causes of workplace conflicts in
assess the causes of workplace conflicts, the government-aided secondary schools
were possible causes. However, the in Bukonzo County Kasese District studies
responses points out personality in view of the deputy head teachers.
differences, scarcity of resources, role
Table 3: Directors of studies’ responses about the causes of workplace conflicts
Response A cause
Frequency Percent
Personality differences 2 18.2%
Scarcity of resources 2 18.2%
Perceptions of individuals 1 9%
Misappropriation of funds 2 18.2%
Goal differences 0 0%
Interdependence 0 0%
Authority relationships 2 18.2%
Role ambiguities 2 18.2%
TOTAL 11 100%

From Table 3 above, a part from misappropriation of funds as the major

misappropriation of funds and causes of workplace conflicts in the
interdependence, all the aspects used to government-aided secondary schools in
assess the causes of workplace conflicts Bukonzo County Kasese District in view of
were possible causes. Nonetheless, the the directors of studies .
responses points out scarcity of resources,
personality differences and
DISCUSSION
The second objective of the study was to of the respondents experience workplace
find out the major causes of workplace conflict at different levels depending on
conflicts in secondary schools in Bukonzo their respective responsibilities and
County Kasese District. The findings hierarchy in administration. For example
revealed different major causes in regard the deputy head teachers identified role
to the different categories of respondents ambiguities and authority relationships
of the study. For instance according to the probably because they are top
teachers, the major causes of workplace administrators, the Directors of Studies
conflicts were, scarcity of resources, pointed out misappropriation of funds and
personality differences and scarcity of resources perhaps because
misappropriation of funds. The Directors their department is so demanding in terms
of Studies on the other hand, indicated of resources.
misappropriation of funds, scarcity of Nonetheless, scarcity of resources,
resources and personality differences personality differences and
respectively. While the deputy head misappropriation of funds were cross
teachers pointed out personality cutting causes. The head teachers
differences, role ambiguities and authority mentioned that since their schools are
relationships. under Universal Secondary Education
Moreover, most of the head teachers program where there are no charges apart
agreed that workplace conflicts emerge from lunch fees, it becomes hard to attend
mainly due to scarcity of resources to finance related demands fully. Besides,
especially financial resources. These government capitation grant releases are
discrepancies in the major causes from inadequate and are not released on time.
different categories of the respondents of The study findings concur with, Kipyego
the study depicts that workplace conflicts [9], who in his study found out that
are caused by a number of factors, besides misappropriation of funds was a major
it also shows that the different categories cause of workplace conflicts in secondary

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schools. However, Saiti [10], found out that discrepancy however could be attributed
conflict of interest, role ambiguity, to the fact that these studies were carried
incompatible goals, organizational out in distinct environments. In view of
deficiencies and ineffective patterns of the aforementioned explanations, the
communication and information sharing researcher’s position is that workplace
as major causes. conflicts can unfold in a number of ways
Furthermore, the findings of the study in a workplace given the interactive nature
agree with Aldag & Stearns [11], whose of members in a workplace, scarce
study reveals that there are many causes resources, people of different
or reasons for conflict in any work setting. personalities, as well as the different work
They assert that while conflict may take environments [14-17]. Therefore, one
place between members, individuals, and could assert that workplace conflicts may
groups, one can easily trace the source of probably depend on the environment of
workplace conflicts to one or several of the the workplace although there could be
following events: poor communication, crosscutting issues irrespective of the
different values, differing interests, scarce workplace environment. However, despite
resources, and personality clashes which the fact that the study findings indicate
are also what Schlesinger, Eccles & Gabarro scarcity of resources, personality
[12], have also identified as some of the differences and misappropriation of funds
fundamental causes of workplace to have been indicated as major causes of
conflicts. On the contrary, Okotoni[13], workplace conflicts in the secondary
found out unimpressive working schools in Bukonzo County Kasese
conditions of service, non-involvement of District, they are not the only causes since
students in school administration, they were not rated 100% on the likert
administrative incompetence, forceful and scale. Other variables used to assess the
compulsory retirement or retrenchment as causes of workplace conflicts in this study
major causes of workplace conflict. This were also rated to a small extent.
CONCLUSION
Workplace conflicts are caused by a the headteachers to involve all the
number of factors varying from school to stakeholders in the management and
school. However, the most experienced planning for the school to enhance
causes of workplace conflicts in the information flow among the different
government –aided secondary schools in stakeholders to improve on the working
Bukonzo County Kasese District are relations and collaboration so as to control
scarcity of resources, personality the causes and categories of workplace
differences, and misappropriation of conflicts in the government –aided
funds, role ambiguities and authority secondary schools in Bukonzo County
relationship. Therefore there is need for Kasese District.
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CITE AS: Wilson Mathembele, Basil Tibanyendera and Emmanuel Ifeanyi Obeagu (2023).
The Causes of Workplace Conflicts among Teachers’ Performance: A Case Study of
Government - Aided Secondary Schools in Bukonzo County, Kasese District. IAA Journal
of Education 9(3):1-7. https://doi.org/10.59298/IAAJE/2023/1.10.1000