Abstract

• The main purpose of this research is to investigate the relationship between principals’ conflict management strategies and teacher job performance in Kyaukme Township, Northern Shan State. In this study, 224 teachers from the selected seven Basic Education High Schools in Kyaukme Township participated. Quantitative methodology was used in this study. The questionnaires for principals’ conflict management strategies (PCMS) was based on the instrument developed by Shitambasi (2022) and teacher job performance scale (TJPS) was based on the instrument developed by Amin et al. (2013). Principals’ conflict management strategies consisted of 29 items, and teacher job performance consisted of 23 items, including four dimensions. Descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson product-moment correlation were employed for the analysis of quantitative data. The Cronbach’s alpha reliability coefficient for principals’ conflict management strategies was 0.954, and for teacher job performance was 0.873. According to research findings, the principals at the selected high schools of Kyaukme Township most practiced communication strategies and creativity strategies according to teachers’ perceptions. Teachers from the selected high schools highly performed well in their job. The research finding pointed out that there was a positive and moderate relationship between principals’ conflict management strategies and teacher job performance at (r=.310). It can be concluded that if the principals employ conflict management strategies systematically and effectively in their schools, the school environment will be more pleasant and the teachers in the workplace will have self confidence and improve their job performance.