Abstract

The study sought to establish the categories of workplace conflicts on teachers’ performance
in the government –aided secondary schools in Bukonzo County, Kasese District. A nonexperimental
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 findings of the study
revealed that workplace conflicts are prevalent in the government –aided secondary schools
and the categories of workplace conflicts are relationship conflict, task conflict, structural
conflict and goal conflict. Workplace conflicts are prevalent in the government –aided
secondary schools in Bukonzo County Kasese District. The categories of workplace conflicts
are relationship conflict, task conflict, structural conflict and goal conflict and are largely
attributed to narrow communication by school administration, poorly spelt tasks, under
looking mandate of school committees by school administration and overlooking
departmental goals.