ABSTRACT This study examines the conflict resolution strategies of educators in selected primary schools in Dugo location, Bute division. Relevant literature was reviewed based on the study objectives; to determine the profile of respondents affected by conflicts in schools, types and causes of conflicts that exists in the primary education system, strategies administrators used in primary schools to manage and resolve conflicts in the superior — subordinate relationships and the effects of conflicts in the teaching- learning process in primary schools. Data was analyzed using frequencies and percentages. The study was based on descriptive survey method. A total of 4 head teachers, 2 education officers and 29 teachers from 4 primary schools and 120 pupils from upper primary section in the schools that were sampled using the simple random sampling procedure constituted the sample population. Questionnaires with both close and open ended questions were used. The study revealed the effects of conflicts on school administration and management, teaching- learning process that were equally examined. The study showed that teaching — learning process in the Dugo primary schools was hampered by high rate of pupil — pupil and pupil — teacher conflicts. The study further recommended that Communication links between the schools and the parents of the pupils should be strengthened to reduce tension and conflict in the schools, the Guidance and Counseling Committees in the schools should be re energized so that they can educate the pupils on better ways of handling conflict and the Wajir peace committee popularly known as Al — Fatah comprising of local civic and religious leaders, clan elders and some selected elites that has helped restore sanity by ending tribal clashes in the area should be consulted by the Head teachers and parents and also be invited in the PTA meetings from time to time in order to improve their coping mechanisms to conflicts within schools.
