Leadership du chef d’établissement dans la gestion des conflits au sein des établissements d’enseignement secondaire du Mfoundi

Abstract

The school is made up not only of a group of infrastructures but also of a community of people. This community of people represents the educational community whose principal is the cornerstone. Studies on leadership practice reveal the principal place of the principal in the management of the school's human resources. However, the sharing of responsibilities between actors of the educational community increases the misunderstandings and tensions that can lead to conflicts. At the center of these conflicts are the head of the institution responsible for ensuring harmony and cohesion in its establishment through the exercise of leadership. So we can therefore questions ourselves on how the exercise of leadership facilitate the management of school conflicts? The aim of our research is to demonstrate that the quality of the school leader's leadership depends on the management of conflicts in schools. The theoretical anchoring and the empirical data gathered at Mfoundi's public secondary schools have enabled a qualitative research to validate the following general hypothesis: the leader's leadership facilitates the management of school conflicts. The exercise of leadership considered here as a tool for managing school conflicts is not always easy for school leaders. The validation of the general hypothesis enabled us to arrive at the following results: - The communication established by the head of the school makes it possible to manage conflicts; - School climate facilitates conflict management; - The profile of the head of the school is decisive in the management of conflicts; - Decisions made by the head of the school are decisive in the management of conflicts; It would be necessary to review the design of the profession and / or the job of head teacher. This is to enable principals to more easily exercise quality leadership within the school.