Thesis (D. Min.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1999. / Abstract. Includes bibliographical references (leaves 200-204).

Thesis (D. Min.)--Denver Seminary, 2007. / Includes bibliographical references (leaves 283-304).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1990. / Abstract. Includes bibliographical references (leaves 141-148).

Thesis (M.C.S.)--Regent College, 1988. / Abstract. Includes bibliographical references (leaves [116-119]).

Thesis (M.C.S.)--Regent College, 1988. / Abstract. Includes bibliographical references (leaves [116-119]).

Submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the department of EDUCATIONAL PlANNING AND ADMINISTRATION at the UNIVERSITY OF ZULULAND, 1994. / In this dissertation conflict is accepted to refer to divergent perceptions about a situation or issue. These perceptions which are inevitable have both; (i) the potential of promoting disordelines, ineffectiveness and inefficiency; and (ii) the potential for promoting order, effectiveness and efficiency. Conflict may have costs or benefits. The importance of conflict management as a management function should be appreciated against the background of what conflict is capable of contributing for and/or against the school. Conflict management in this dissertation therefore means a process or resolving excessive conflict without discouraging a reasonable sharing of different ideas for the best result. It refers to controlling the amount of conflict required for the school to perform in an orderly manner, efficiently and effectively. It is against this background that the rearcher embarked upon this study. He had observed that in secondary schools conflict seem to be always unproductive, for example boycott of classes, vandalism, violence on school premises, etc. These instances of conflict result in poor performance, high drop-out rate, withdrawal of parents from school matters, demotivation and non effective functioning of the school. The researcher purpoted to describe the secondary school principal's perception of conflict as it influences their perception of conflict management. He assumed that these principals perceived conflict negatively and they consequently perceived conflict management as conflict resolution. Research revealed that 51% of the principals actually perceived conflict negatively, that is, as a bad element that brings about chaos in the school, and consequently 53% actually perceived conflict management as conflict resolution. The researcher conceded that the perception of conflict does not always influence the perception of conflict management, for example the number of principals that perceived conflict management as conflict resolution dropped by 4% from those that perceived conflict negatively. Factors like qualification, school enrolment and actual experiences of conflict were also found to be influential in the perception of conflict and its management. The researcher concluded that secondary school principals in the Natal Region perceived conflict negatively and as a result they perceive conflict management as conflict resolution. He then identified a need for further education and training of school principals in the aspect of conflict management. Principals need to appreciate that conflict is not only inevitable but infact necessary for ensuring the development of the school and improving the quality of its service. If conflict is less than moderate it should be stimulated. Excessive conflict is dangerous for the school. It promotes disorder which results in inefficiency and ineffictiveness. If it is more than moderate it should be resolved.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2004. / Major Professor: Bryan Crow. Includes bibliographical references.

Thesis (D. Min.)--Emmanuel School of Religion, 2004. / Vita. Includes bibliographical references (leaves 215-219).

Thesis (D. Min.)--Abilene Christian University, 2001. / Includes abstract and vita. Includes bibliographical references (leaves 119-124).

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1989. / Includes bibliographical references (leaves 174-184) / Microfiche. / xiii, 184 leaves, bound 29 cm