<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nyet   Moi Siew</style></author><author><style face="normal" font="default" size="100%">Scott Jones</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TRAINING APPROACHES FOR IMPROVING SCHOOL MANAGERS’ CONFLICT RESOLUTION SKILLS: A CASE STUDY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">conflict management</style></keyword><keyword><style  face="normal" font="default" size="100%">conflict resolution</style></keyword><keyword><style  face="normal" font="default" size="100%">customary approaches</style></keyword><keyword><style  face="normal" font="default" size="100%">GROW coaching model</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development workshop</style></keyword><keyword><style  face="normal" font="default" size="100%">school managers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1540320471.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research took a case study approach to researching the common conflicts faced by school managers, their sources, impacts and the approaches used to manage them. The research involved 18 in-service Malaysian school managers who undertook a 16-hour professional development workshop where they engaged with different conflict management tools. Data on participants’ workplace experience in resolving conflicts were captured through written diaries collected before and two months after the workshop, and face-to-face semi-structured interviews during the following months. Intragroup conflicts due to goal incompatibility were the most common conflicts faced. Negative impacts of conflicts on school communities far outweighed the benefits. Participants reported that the most effective approaches to resolving workplace conflicts were sincere efforts in problem-solving coupled with (1) culturally relevant negotiations and coaching (e.g. using a GROW coaching model); (2) stakeholder and conflict analysis, to consider and respond to everyone’s needs and feelings; and (3) reflecting on personal conflict management styles and adopting a positive attitude to personal and professional development. Certain elements in customary approaches such as respectful discussion and consultation were found relevant in resolving several of the participants’ workplace conflicts. It is suggested that practical training courses on conflict management that build on people’s strengths should be included in the curricula of further and higher education institutions and teacher training institutes.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">720-738</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pamela  Atieno Ochieng</style></author><author><style face="normal" font="default" size="100%">Lydia  Cheruto</style></author><author><style face="normal" font="default" size="100%">Judith  Achoka</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">KISWAHILI LANGUAGE: A STRATEGY TO OVERCOME ELUSIVE PEACE IN KENYA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">conflict management</style></keyword><keyword><style  face="normal" font="default" size="100%">reconciliation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395387046.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There are more than forty ethnic groups in Kenya. The largest of these is the Kikuyu, representing 22 percent of the population. Fourteen percent is Luhya, 13 percent is Luo, 12 percent is Kalenjin, 11 percent Kamba, 6 percent Kisii, and 6 percent Meru. Others, including the Somalis and the Turkana in the north and the Boran in the Great Rift Valley, comprise approximately 15 percent of the population. These ethnic categories are further broken down into subgroups. One percent of the population is non-African, mostly of Indian and European descent (Population Survey, July 2000).
 The 2007 elections outcome may have triggered the ethnic and post –election violence, but the rate at which this degenerated into ethnic conflict showed how emotive the issue is. Today the country is trying to heal but the ethnic ‘overtones’ speak volumes. Many African countries have deep cleavages based on factors such as ethnicity and religion, (Assefa and Wachira, 1996,) 
This paper purposes to examine the elusive peace and social stratification among the Kenyan people. It further explores the role and utility of Kiswahili language in national unity and conflict management.
 The paper argues for the establishment of a language policy that would create a positive attitude toward a cohesive society, beginning with the Educational Institutions.
 The paper argues that proper language utility can introduce, guide and catalyze the National healing process in Kenya.
 </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">109-117</style></section></record></records></xml>