ABSTRACT
The topic researched on was “Management of Principal Teachers Conflict in Secondary Schools in Otukpo Education of Benue State”.
In an attempt to focus the study, four research question and two Null hypothesis were formulate. A 25 item questionnaire was developed by the researcher and administered to forty (40) principals and four hundred and fifty teachers in the three local government areas of Otukpo education zone. Means were used to answer the four research questions, while the t. test statistics was used to test the two Null hypothesis formulation for the study. The Major findings of the study include the following:
It was the opinions of principals and teachers that the types of conflicts between principals and teachers in Otukpo education zone are: Teachers quarreling with principals, teacher disobeying the principals, complete lack of respect to the teacher, fighting of principals by teachers, fighting between teachers and teachers and teachers fighting students. The two categories of respondents agreed that the causes of conflicts between principals and teachers in Otukpo education zone include: Punitive Transfer of Staff, Prejudices based on personal background among staff, Non involvement of all Staff in decisions, Encroachment of teachers in admission of pupils in schools and unconduive environment for teaching and learning.
Both categories of respondents have the opinions that the management practices that principals apply in resolving conflict between principals and teachers includes, applying disciplinary measures to offenders, adequate record keeping of indisciplinary measures behaviours in schools, proper supervision of teachers duties, Encouraging staff professional growth through in service training, Avoiding or with drawing from situations that can lead to unhealthy argument between principals and teachers. The two categories of respondents have the opinions that, the management measures for preventing conflict between principals and teachers includes, ensure that teachers know the objective of the school, maintain good relationship between principals and teachers, involve teachers in decision making, Get the P.T.A. to assist in conflict resolution, invite officials of the post primary school board to assist in conflict resolution, ensure that teachers are adequately motivated, ensure that promotion of teacher is at when due, the principle should endevour to delegate responsibilities and principals should give propriety attention to the welfare of staff.
There was no significant difference between the opinions of principals and teachers on the strategies for effective management of principal teacher conflict in Otukpo education zone of Benue State.
There was no significant difference in the mean opinions of principals and teachers on the causes of conflict between principals and teachers in secondary schools. The discussion of results, implication of the research findings, recommendation, suggestion for further research and limitations of the study were highlighted in the main body of the work.
TABLE OF CONTENTS
Title Page………………………………………………………………….…..i
Approval page…………………………………………………….…..ii
Certification…………………………………………………………..iii
Dedication………………………………..……………………..……iv
Acknowledgement…………………………………………..……….v
Abstract……………………………………………………………….vii
Table of Contents…………………..………….…………..………………….ix
List of Tables……………………………………………………………… xii
CHAPTER ONE
Background of the Study:………………………….………….…. 1
Statement of the Problems:………………………….….…….…7
Purpose of the Study:………………………………..…….….…..9
Significance of the Study:…………………..…..……….….….10
Scope of the Study:…………………………………….….….….11
Research Questions:………………………………..……….…….11
Hypothesis:…………………………………………..…..….….…12
CHAPTER TWO
Review of Literature:………………….…..…….………….….13
Conceptual Frame Work:………………………….…………….13
Concept of Conflict Management:…………………….…….…18
Sources of Conflict:…………..…………………………….……21
Types of Conflict:………………………………….………………27
The Role of School Administrator in Conflict management:………………………………………………………29
Strategies for Conflict Management:…………….……………34
Influence of Conflict on Educational Administrator:………37
Theoretical Frame Work:…………………….…………….……40
Conflict Theory:…………………………………………..……………..……40
Max Glux Man Model of Conflict Theory:…………………..……..…40
Karl Max:………………………………………………………….…..……41
Implications of Conflict Theories on Educational Administrations:……………………..………………………….…42
Review of Empirical Studies:……….………….………………..45
Summary of Review:…………………………………………….…46
CHAPTER THREE
Research Method:………………….………………………..…….48
Design of the Study:……………………………………………..48
Area of the Study:……………………………………………….. 49
Population of the Study:…………………………………………49
Sample and Sampling Technique:……………….……..………50
Instrument for Data Collection:…………….………….………51
Validation of the Instrument:……….……….……………….…52
Reliability of the Instrument:………………………….………52
Administration of the Instrument:……………….…..……….53
Method of Data Analysis:……………………….……………….53
CHAPTER FOUR
Data analysis and results……………………………………….55
Summary of findings……………………………………………..56
CHAPTER FIVE
Discussion of results, implications of the research findings, recommendations, limitations, suggestions for further research and summary.
Discussion of results …………………………………………….67
Implications of the research findings…………………………71
Recommendation……..…………………………………………..73
Limitations of the Study…………………………………………74
Suggestions for Further Studies ………………………………74
Summary of the Study…………………………………………..75
References:…………………………………………………………79
Appendices:……………….…………………….………….…….82
LIST OF TABLES
- Table 1: Population of principals and teachers in Otukpo Education.
- Table 2: Causes of Conflicts between principals and teachers in Otukpo education zone.
- Table 4: Management practices that principals apply in resolving conflicts between them and teachers.
- Table 5: Management measures for preventing conflict between the principals and teachers.
CHAPTER ONE
INTRODUCTION:
BACKGROUND OF THE STUDY:
In the course of human events even in the best managed organizations conflict certainly arises. Wherever there are people working in an organizations, like schools and colleges, the tendency to disagree on certain issues always occur. This disagreement may be between the principals and teachers, the principal and students, the teachers and students among teacher, among students etc. Conflicts are inherent and inevitable in any human organizations.
Conflict is part and parcel of all human endeavours and has been defined in a number of ways. Imobugbe (1995), sees conflict as disharmony in any international process describing it as an inheritable universe irrespective of size, stages of political, social and economic development. Hunton and Hunt in Fadipe and Ojedele (2000), looked at conflict as the process of seeking to obtain rewards by eliminating or weakening the competitor. It also involves the struggle or quarrel usually between individuals or groups in the process of competing or reward, conflict can be regarded as a form of disagreement in all establishment between individuals or groups who have cause to interact formally or informally, when two or more people who work together in an organization are not in good terms especially in matters that relate directly or indirectly to their work schedule, there is conflict.
Enyi (2002) asserted that conflict could be regarded as a situation where disputants are hostile to each other to achieve goals which are at variance with each others own, conflict is something that exists where the actions of both parties are incompatible thus preventing, obstructing, interfering wit or injuring (Akinwonmi in Adenoku, 2005) organizational conflict which generally occur between social work units interest groups, departmental bosses and subordinates superiors and inferiors etc reflect strains, disagreement and dissatisfaction among organization members (Fadipe & Ojedele 2000).
Ezegbe (1997) defined conflict as mutual hostility in inter human relationship. The mutual hostility according to him can occur in form of insults, name calling, deformations of character, black mailing, sarcasm, false accusation, withdrawal of service, salaries, fringe benefits or in centuries; strikes demotion and so on.
Thomas (1992) defined conflict as the process that begins when one part perceives that the other is negatively or is about to be negatively affected by something he or she cares about. Conflict is the pursuit of incompatible interest and good by different people. It can be viewed as break down of standard mechanism of decision making so that an individual or group experience difficult in selecting alternative action.
Greenhalgh (1989) defined conflict management as the process of removing cognitive barrier to agreement. The conflict that arise between principals and teaches in secondary schools could be attributed to lack of effective communication network in conducive atmosphere or the working environment, management are those skills for managing and peacefully resolving conflicts. Diagnosing conflict in a given situation is the basis for choosing an appropriate management strategy.
