This study set out to investigate the impact of classroom conflict management strategies and students’ competency development in Fako Division in the South West Region of Cameroon. Four research questions were asked: how does the teaching of conflict management strategies with respect to problem solving, smoothing, forcing/win-lose, compromising and withdrawing impact teacher competency? The study employed a survey design combining both quantitative and qualitative approaches in a concurrent triangulation mixed-method perspective. Two Teacher training Colleges were randomly selected. In each of the sampled college, only class three students were involved in the study. The simple random sampling technique was used to select the colleges and the classes. Data were collected using an evaluation questionnaire. Evaluation questionnaire were effectively used by Jehan (2017) and Saduman (2010). The evaluation questionnaire was trial tested on 15 student teachers. Student teachers were later on administered the questionnaire whereby their knowledge of conflict management was captured and how it influences their teaching competency development. An in-depth interview guide was used to sample the opinion of directors of colleges and the teachers on the conflict management in the curriculum of teacher training, the perceived importance and how they think it can impact teachers’ competency.
Conflict management, problem solving, smoothing, forcing/win-lose, compromising, withdrawing, Teacher competency
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