AN EVALUATION OF CONFLICT RESOLUTION STRATEGIES ADOPTED BY SCHOOL PRINCIPALS IN ABIA STATE.

AN EVALUATION OF CONFLICT RESOLUTION STRATEGIES ADOPTED BY SCHOOL PRINCIPALS IN ABIA STATE.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Techniques for resolving disagreements are known as conflict resolution tactics. By involving teachers who are affected by the conflict, they help school principals resolve conflicts, allowing them to change their perspectives, gain from the conflict, and improve classroom communication, discipline, and supervision of students’ academic activities. This study examined the relationship between teacher job performance and the cause identification approach and the integration strategy of conflict resolution. A conflict resolution strategy known as a cause identification method emphasizes determining the root cause of the dispute. Mamoria and Gankar (2007) say that this method is important because it reveals the root of the problem, making it easier to find a solution that works for everyone. The integration strategy, on the other hand, is a conflict-resolution strategy that prioritizes the incorporation of conflict-related concepts from opposing parties in order to promote the respect of opposing parties’ interests during dispute resolution. According to McGee and DeBernardo (1999), the integration technique is the best because it integrates opposing parties’ perspectives on the dispute, allowing them to comprehend their circumstances and prepare them for effective involvement in resolving the conflict.

The school achieves its goals thanks to the effectiveness of its teachers in supporting the teaching-learning processes. According to Eric (2015), teachers’ job effectiveness is defined as their capacity to organize their work processes and demonstrate professionalism in a manner that enables them to complete more work and deliver the expected results in classroom instruction, classroom discipline, and academic activity supervision. Effective teachers encourage students to participate in the learning process and communicate effectively in the classroom. They maintain classroom discipline by regularly monitoring and conducting roll calls, showing up to class on time, and appropriately reprimanding students who exhibit antisocial or learning behavior. They also watch students in class, guide them through project work, and grade and mark their notes to keep an eye on their academic progress. In the midst of these activities, conflict, which is clearly associated with human relationships in every organization, may arise. Student-to-student conflict, student-to-staff conflict, staff-to-staff conflict, principal-to-staff conflict, and school-to-community conflict are all manifestations of the organization’s members’ efforts to accomplish educational objectives. In secondary schools, as in any other organization, variables such as the leadership styles of principals, approaches to change management, and strategies for resolving conflicts may be potential sources of conflict, and they may have a significant impact on the work performance of teachers. According to Bartol and Martine in Uchendu, Anijaobi-Idem, and Odigwe, school-based conflict is caused by a lack of impartiality, an inadequate flow of information, a perception of problems of interest, and a lack of recognition of teachers’ autonomy. The Nigerian National Policy on Education stipulates that teachers cannot actively participate in the teaching-learning process, which is crucial to the provision of high-quality education and the achievement of educational objectives. As a result, there is an increase in student loitering, more classroom noise, a poor evaluation of the work that students have done in class, and a delay in sending assessment scores to the appropriate authorities. These issues, which contribute to poor teacher performance, may be brought on by a number of things, including the ineffective ways administrators handle conflicts. The educational system may be disrupted, and teachers’ work performance may suffer, if such disagreements are not resolved peacefully. Students are more likely to succeed academically and achieve their educational goals when their teachers are content and happy. According to Burton in Cunningham (1998), conflict resolution entails resolving conflicts in a manner that addresses the issues’ underlying causes and provides just and agreeable outcomes for all parties. According to Adeyemi and Ademilua (2012), conflict resolution strategies are internal mechanisms that enable various authorities to get to the heart of issues and find a way to settle disputes in a manner that is acceptable to both sides. Teachers and the rest of the staff will have a more harmonious working relationship if a conflict is properly resolved; Otherwise, it causes them to be divided. This research therefore focuses on the relationship between teacher effectiveness and principal conflict resolution strategies.

1.2 A description of the issue Issues with teacher efficacy in the schools of Abia State have piqued everyone’s interest. Research shows that the educational system in the state is plagued by problems like poor classroom teaching processes, poor classroom discipline, poor classroom supervision, poor communication between teachers, students, and parents, poor assessment and evaluation of students’ learning, and so on. Teachers’ work effectiveness remains low, despite the government’s efforts to increase teacher take-home pay and school principal professional development. Students stay in class longer as a result of this teacher incompetence, which makes it difficult to coordinate extracurricular activities. As evidenced by the results of both internal and external examinations, it results in low academic achievement. Teachers’ work performance in Abia State schools has not been improved by the government’s monetary and non-monetary incentives. According to Uchendu, Anijaobi-Idem, and Odigwe (2014), this can be seen in the researchers’ belief that conflict exists in every institution. How school administrators handle disagreements has an impact on the work performance of teachers. In light of the problem of ineffective teachers, the following question must be investigated: In terms of classroom teaching, classroom discipline, and oversight of students’ academic activities, how do administrators’ conflict resolution strategies relate to teachers’ job effectiveness? School administrators in Abia State have developed strategies for resolving conflicts in this context.

1.3 The Purpose of the Study The primary objective of the study is to: 1) Determine the Roots of School Conflict.

2) To determine how conflict affects the school administration.

3) To learn about conflict resolution techniques that can be utilized to deal with crises arising within the school.

4) To suggest a possible solution for how school principals should resolve staff disagreements.

1.3 Research Questions The study has prepared the following questions: What factors contribute to school conflict?

2. How does conflict affect the school administration?

3. How can school conflict crises be managed with the help of conflict resolution strategies?

4. What are some possible ways that school principals can help staff members who are at odds with one another in the school?

1.5 Importance of the Study The study focuses on conflict resolution techniques used by Abia State school principals. As a result, the study will be important to the ministry of education because it will teach principals and teachers more about conflict management and how to avoid it.

Because it will add to the existing body of knowledge, this study will have a significant impact on the academic community.

1.6 The scope of the study This research will examine the factors that contribute to conflict in schools. Additionally, the study will investigate the impact that conflict has on the school administration. In particular, the study will determine conflict resolution strategies that can be utilized to manage school-wide conflicts. Last but not least, they will offer a possible solution for how school principals should resolve staff disagreements. As a result, the study will only cover a select number of secondary schools in the state of Abia.

1.7 The study’s limitations The following factors contributed to the study’s limitations:

Similar to any other research, the researcher was limited in his or her ability to obtain relevant materials, print questionnaires, and collate them due to financial constraints, which prevented the researcher from collecting data. Time is another constraint, as the researcher must alternate between writing the research and other academic work, making it uncomfortable. 1.8 Definitions of terms Conflict resolution strategies: the processes and procedures involved in facilitating the peaceful resolution of retribution and conflict.