Abstract:
Conflicts are a common phenomenon in any given organization including the school system where there is human
interaction. There has been persistent public concern on declining teachers’ productivity in public secondary schools in
Uasin Gishu County. This is partly attributable to conflicts. The aim of this paper was to determine the influence of
negotiation conflict management strategy on teachers’ productivity in public secondary schools in Uasin-Gishu County,
Kenya. The study adopted correlational research design and targeted 156 principals and 1783 teachers from 156 public
secondary schools. Krejcie and Morgan sample size determination formula was used to attain a sample size of 427
respondents. The study employed purposive sampling, stratified and simple random sampling approaches. Data was
collected using questionnaires. The study used mean, standard deviation, frequencies and percentages and Pearson
Correlation Analysis to analyze data which was presented in tables. The study found out that there was a significant
positive correlation between negotiation and teachers’ productivity (r = .525; p = .000) in secondary schools in Uasin-
Gishu County. The paper concluded that there was a significant positive correlation between negotiation as a conflict
management strategy and teachers’ productivity in secondary schools in Uasin-Gishu County showing that negotiation
conflict management strategy positively enhances teachers’ productivity in secondary schools. The paper recommends
that principals of secondary schools need to adopt conflict management approaches that strongly advocate for negotiation
of all arising issues to ensure that compromise is easily reachable. This could be helpful in guiding management
decisions and choices as to the most effective conflict management strategies to apply to resolve existing workplace
conflicts.