ABSTRACT
Thi study inrestigated conflict resolution strategies of principals and teachers of secondary school in Obollo-Afor Education Zone, Enugu State. The need for this study arose because of the problems associated with conflict, especially on students’ academic performance; in secondary school. Survey design was used for the study. For research questions and two null hypotheses guided the study. A sample of 45 principals and 300 teachers randomly composed from 45 secondary schools in the area were used. A questionnaire tagged Conflict Resolution Strategies Questionnaire (CRSQ) consisting of 29 items was designed by the researcher, and administered to the 345 respondents. Data obtained for the study were analyzed using mean ratings, standard deviations and t-test analysis. Mean ratings and standard deviations were used to answer the research questions, while t-test was used to test the null hypotheses. The study revealed that involvement of teachers in decision making process, intervention of the Post-primary Education Board, are some of the conflict resolution strategies in secondary school. It was recommended that principals should involve all those concerned in decision making processes in the school. The Post-primary Secondary Education Board should also organize seminars occasionally for principals and teachers on the need for conflict resolution, as well as adverse effect of conflict in the school system.
CHAPTER ONE
INTRODUCTION
Background of the study
In the absence of conflict, there is peace, agreement, harmony and understanding. Peace, harmony and agreement are important factors in human development and relationships. Schein (1990) opined that the goals and objectives of an organization cannot be achieved in absence of a settled mind. Amali (1995) equally stated that there can hardly be any meaningful interpersonal relationship, group effort as well as reasonable exchange of ideas where conflicts exist. Similarly, in an educational organization such as secondary schools, principals, teachers, students, parents-teachers association, communities and other education stakeholders cannot unite in the midst of mistrust, fear, hatred, unrest and rumors.
The term conflict has been defined in various ways by various authors. For instance, Thompson (1990) defined conflict as a mutual interference of parts, actions and reactions in a social system. To Kweiner and Kirickci (2004) conflict refers to a process in which one party perceives that its interest is being opposed or negatively affected by another party. In the view of Gardiner and Simmons (2002) conflict refers to any divergence of interest, objectives or priorities between individuals, groups or organizations or non-conformity to requirement of a task, activity or process. Thamhain and Wilemon (1994:5) defined conflict as:
As the behaviour of an individual, a group or an organization which impedes or restricts (at least temporarily) another party from attaining is desired goals. Although, conflict may impede the attainment of one’s goals, the consequences may be beneficial if it produce new information which, in turn, enhances the decision-making, lengthy delays over issues which do not importantly affect the outcome of the project, or a disintegration of the term’s efforts.
In the context of this study, conflict refers to disagreement over a particular subject matter or policy between school administrators and other school personnel or among individuals within the school system.
In the school system, conflicts may arise in the process of interaction in the normal school operations. Conflict may also emanate as a result of disagreement in role allocation, appropriation of school resources amongst staff, differences in perception and values, injustice in disciplinary matters, bad leadership and individual approaches to issues. The most prevalent areas of conflict between school principals and teachers is in the area involving money or the area where teachers are likely to derive benefits financially. Other specific areas where conflict is likely to occur between principals and teachers include the area of role sharing of farm products, promotion of students, conduct of examination and in the area of sports.
Observation has shown that some teachers feel reluctant to obey their principals. They do not seem to follow rules or carry-out certain oversized functions. These teachers find it difficult to get along with their principals. Some principals sometimes adopt autocratic approach in managing school activities. These principals often fail to recognize, appreciate, motivate or reinforce teachers who carry-out outstanding achievement. These behaviours sometimes are capable of bringing in conflict between teachers and the principals.
Conflicts have also been recorded in schools over those to be appointed as school functionaries and such issue like the house that would emerge victoriously in an inter-house sports competition. Conflict may also emanate among students and teachers over promotions or examination scores. Conflicts also occur between schools and the community over better welfare services and land. The above listed conflicts need to be satisfactorily dealt with through a solution that is mutually acceptable in order to develop, achieve and sustain the objectives of education.
The issue of conflict seems to be inevitable in an organization. Amali (2005) opined that conflict is an in-built aspect of the organizational behavioural system. This is so because of individual differences as well as the nature of the organization. To Onwura (2010) conflict is a product of interaction between or among people. It can only occur among those who interact, have interacted or will interact. It implies disagreement in opinion, opposition of interests due to individual differences among characteristics. According to Uzoma (2010) the effects of unresolved conflict is great. Unresolved conflict breeds an unhealthy situation which hampers a cordial relationship between secondary school administrators and other school personnels. The present situation in secondary schools today revealed that some staff are not working harmoniously. This makes it difficult to achieve the objectives of instituting the secondary school system. This situation has also been linked to the student’s poor performances in the recent West Africa School Certificate Examinations (WESSCE) and the National Examination Council (NECO) among other examinations in Nigeria. This consequently hinders the accomplishment of educational goals and objectives in secondary schools.
As a result of the negative impact of conflicts in the administration of secondary schools, there is need to resolve such problems. In order words, there should be meaningful conflict resolution strategies to solve various conflicts that may arise in secondary schools.
Conflict resolution can be achieved only if all parties involved in a conflict choose to come to the negotiating tables. According to Federal Ministry of Education (1993) resolution of conflict occurs when parties involved understand each other’s position accurately and are willing to discuss it. Obasi-igwe (2002) defines conflict resolution as a procedurally made strong suggestion(s) for action in certain aspects of policy. To Michell in Nwosu (2010) conflict resolution refers to an outcome in which the issues in an existing conflict are satisfactorily dealt with through a solution that is mutually acceptable. However in the context of this study, conflict resolution strategy refers to any process or procedure through which disputes in secondary schools can be settled among different stakeholders within the school system.
There are several strategies that can be employed to resolve conflict that exist in secondary schools. According to the ministry of Education, in the past, school heads had depended upon a well established hierarchy in authority; the person on top could make rapid decisions and act autocratically when necessary. However, this means of resolving conflict situation is not an effective one. Gray and Stark (1994) identified the following as strategies for conflict resolution: tolerance, communication, rebranding, harmony, problem solving, accommodation and compromising. On the other hand, Newman (1991) recommended three functional approaches for resolving conflict. These include discussing the conflict fully with the parties involved and work it out, solving conflict by majority rule, compromise and hierarchical appeal, and suppressing conflict by using authority with subordinates.
