nterpersonal Conflict Management Strategies Used by Principals in Baptist Secondary Schools in North West, South West and Centre Regions in Cameroon

Purpose: This study aimed to investigate the causes and management
strategies of interpersonal conflicts among teachers in Baptist Secondary
Schools (BSSs) in North West, South West and Centre Regions in Cameroon.
Methodology: A mixed-methodological design was employed, with data
collected from a sample of 16 principals and 141 teachers across 7 BSSs using
questionnaires and interview guides.
Findings: Principals identified violation of school rules and regulations (15,
93.5%) and poor working conditions (15, 93.7%) as major causes of conflict
while teachers said that poor working conditions (132, 93.6%), violation of
school rules and regulations (132, 93.6) and gossiping among teachers (114,
81%) were measure causes of conflicts. Principals identified improved working
conditions of teachers (14, 87.6%) and accommodation of individual
differences (13, 75.1%), while teachers disagreed that principals do not
improve working conditions as a strategy to manage interpersonal conflicts.
Conclusion: Interpersonal conflicts among teachers in Baptist secondary
schools are prevalent and have significant negative consequences on school
effectiveness and teacher well-being. Effective conflict management strategies
are essential for mitigating these conflicts.
Recommendations: School administrators should implement regular
training on conflict management and foster open communication to address
interpersonal conflicts. Additionally, strategies to improve working conditions
and address teachers’ concerns should be prioritised to reduce conflicts.

Keywords: Interpersonal conflict, conflict management, Baptist secondary
schools