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CONFLICT
MANAGEMENT STRATEGIES OF PRINCIPALS AS PERCEIVED BY TEACHERS IN SECONDARY
SCHOOLS
ABSTRACT
This study
is aimed at investigating the various strategies adopted by principals of
secondary schools in Imo State in handling conflicts. Four research questions
and three hypothesis guided the conduct of the study. Questionnaire was used to
collect relevant data from three educational zones out of the six educational
zones of the state. 720 teachers were randomly selected. T-test statistics was
employed to test each hypothesis at 0.05 level of significance. The findings
revealed that various levels of conflicts exist in secondary schools. They include,
intra-personal, inter-personal, community related and inter-organizational
conflicts. The most prevalent level of conflict are intra-personal,
inter-personal and intra-unit/departmental. The study revealed that the
conflict management strategies that are regularly used by principals are
dialogue, communication and disciplinary committee. While those that are rarely
used are avoidance and third party. School location influences principals
choice of management strategies. On the other hand, gender has no significant
difference in principals choice of conflict management strategies. In view of
this, it was among others recommended that to reduce conflicts in schools, the
ministry of education and the secondary education Management Board could train
school principals in the acquisition and proper adoption of conflict management
strategies. The suggested training could take the form of conferences, seminars
and workshops on the subject matter from time to time.
CHAPTER ONE
INTRODUCTION
BackgroundtotheStudy
The human
society is full of events, on the course of these events among human beings,
conflict occurs. In the well managed organization and economics of the world
today, certainly conflict arises. The school is a formal, educational
organization made up of different person with diverse interest, many of which
conflict with the school or institutions set goals and objectives.
Conflict is
a common social phenomenon which occurs in human society of which the school is
a part of. In a secondary school system, the principal is the head of the
institution. Principal and other managers while performing their duties may
find themselves stepping into the shoes of their subjects which lead to
conflict. Kenan (2013) conflicts are normal in any organization, because people
have different opinions, while some individuals cannot accept other peoples
different opinion which leads to conflict.
Onwurah
& Oboegbulem (2011) sees conflict as common occurrences in life. They are
inevitable in all organizations, educational institutions inclusive. They
involve human beings with varied interests, goal and aspirations. Conflict is
therefore a social problem. Ughamadu (2008) defined conflict as a “disagreement
over and issue, sometimes such disagreement may be, positive or negative
whichever way. Whether in the family, Industrial, national or international
setting, it is normal occurrence in human relations, because the society or
mankind needs to disagree in order to agree”. Based on the fore going
definitions, that conflict is a normal occurrence in human relations, it could
breed positive or negative change and as such management of conflict comes in
to playa role.
Obi (2012)
viewed conflict as and inevitable and inherent in all inter department
relationships. Conflicts usually reflect the diversity and complexity of human
societies, and are not necessarily a dysfunctional experience. It is an
unavoidable social phenomenon which is an integral part of human existence.
Over the decades ago, the ideas of conflict have been discussed in phases.
However three fundamental theories have been digested and accepted for their
analysis on the issue. They represented as follow:-
1. The
classical or traditional approach. This approach viewed conflict as some thing
bad, unacceptable, harmful, and destructive and as such should be immediately
handled or eliminated. They regarded conflict as unhealthy to organizations and
should be prevented by every means to ensure the existence of the organizations
and achievement of its objectives. This involves struggling to achieve a goal
at all cost. This can lead to destroying or using every means to suppress your
colleague. The traditional approach believed that smooth operation of any
organization must be characterized by unity, coordination and efficiency. They
stressed that harmony; co-operation, obedience and hard work by workers are the
virtues of organizational life. This thought about conflict dominated the
management thinking in early 19th century to Late 1930 in the 20th century.
2. The
behavioural approach appreciated that conflict is present in all human
organization but must be resolved or eliminated mostly when it is dysfunctional.
This group stated that presence of conflict in any organization is a sign of
ineffectiveness and failure on the part of the management. They believe that
the best approach to management of conflict is to resolve or eliminate it as
soon as it is noticed. The behavioural approach replaced the traditional or
classical approach in the 1940s.
3. The
contemporary/functionalist approach, view conflict as inevitable and necessary
and should be encouraged for organizational efficiency and effectiveness.
Ademola (2000), stated that conflict has its roots in forces that are inherent
in human nature: That human nature is selfish, individualistic and naturally
conflictive: That states, will always pursue their national interest, define as
power and that such interest will come into conflict with those of others,
leading to inevitability of conflict. Obikeze (2012) opined that conflict is
one thing that is natural to human existence and form part of the daily life of
human beings. It is in man, it was born with man and grows and live with it.
This
approach sees conflict as an unavoidable phenomenon. It is a natural phenomenon
that is known to human societies allover the World, which can neither be
eliminated nor suppressed, Onuselogu (2012). Thus, the management of conflict
includes its stimulation where its absence or suppression may hamper the
organizations effectiveness, creativity or innovation. This group believes that
conflict could be advantageous and disadvantageous and as such, the best way to
handle conflict is not to eliminate it rather to manage and reap its advantages
and reduce its negative effect.
However, the
above discussion by the functionalists brings in the idea of management of
conflict in organizations using management strategies. The school is part of
such organization, it is the duty of the school principal to adequately manage
conflict in schools when they arise using various management styles to handle
them.
The
educational sector of today in Nigeria and in Imo State in particular, is
witnessing a lot of complexities since the introduction of free education
programmes by Governor Anayo Rochas Ethelbert Okorocha in 2011. Such
complexities include: population explosion of students in secondary schools,
shortage of teachers, assessment of students through test and examinations,
indiscipline, over aged students, inadequate facilities, such as classroom
block, seats, chalk boards, poor funding, lack of promotion etc. The above
observation is
supported by
Omoebe (2002), when he stated there are conflict potentials in schools,
colleges, polytechnics and universities and these conflict occur in management
situation as lack of incentives, (conflict between employees and management).
While conflicts between school authority and students are in the increase. In
Imo States, the increase is since the past four years. Outside these numerous
problems mentioned above, school as an educational organization is still
expected to achieve stated goals.
However, the
principal, other school managers, staff and students, and the entire community,
both intra and inter, should cooperate in other to carry out their noble
function so as to attain a high level qualitative education. In the school
system, principal’s, teachers and other non teaching staff including the students
cannot work differently. The duties or functions of all mentioned above are
related to each other and such conflict cannot be eliminated among them. Chukwu
(2006) states that since conflict is an inevitable occurrence in school
organization, principals, school administrators and managers should train their
mind on how to handle it and be able to manage conflicts by understanding the
immediate and remote causes of such conflict.
The point is
that principals of schools should be well informed, qualified and experienced,
and should be aware of sources of conflict and its existence in the school and
look for a source of resolving such conflicts. Unresolved conflict would lead
to disruption of the system. Constant disharmony, disrespect of the principals
and teachers by students, as well that of teachers to the principal’s poor
working relationship. These situation, affects teaching, learning and moral
tone of the school.
Based on the
foregoing, management strategies comes into play role(s) the use of techniques
and skill should be applied by school management to handle conflicting ideas
and opinions in order to restore normalcy among staff and move the school
forward, so as to achieve the target goals of the institution.
This study
therefore targets at finding out strategies that can be used by principals of
schools and other managers in handing conflicts between them and the teachers,
other staff of the school and students in such a way that conflicting issues
will not mar or hinder achievement of goals of Nigeria education and of Imo
State in particular.
Statement of
the Problem
School is
one of the important institutions in the human society. Teaching and learning
is as old as civilization. Educational institutions such as school are one of
the organizations that is made up of informed group.
This group
of persons perform their duties variously to achieve stated or defined goals.
Conflict therefore, is inevitable in such a system. The school is made up of
tutorial staff (teaching) and non tutorial (non teaching) staff, students, even
the host community is involved In conflict with the school. The unconducive
atmosphere of the environment arising from conflict among the members of staff
and the community affects the realization of the philosophical goals of the
institution if not well managed. There is a wide spread allegation in our
national dailies and periodicals on the issue of poor standard of education in
our school system, case of students involvement in vices such as lateness to
school, truancy, disobedient to principals and teachers, prostitution, cultism,
refusal to do assignments, loitering about during school hours, fighting among
students etc.
Moreso,
various accusations and complaints have also been made about principals and
teachers and their attitude to work, such areas of complaints include:-
lateness to school, poor control of students, absenteeism, involvement in
examination malpractice, leaving school before closing time, poor attendance to
class and engaging into one business or the other during school hours. Reports
have also been made about open quarrels between principals and their teachers,
among teachers, students and teachers.
In this past
few years in Imo State, report of serious quarrel arose between principals in
some school as a result of division of schools into two sections of junior and
senior secondary, each having a principals arising from the new USE policy of
9.3.4 system of education introduced by the federal government in 2004. In the
schools, the quarrels were on sharing of teachers teaching in the school, teaching
and learning materials and the physical structures. Attempts were made by some
principals to divide the school into with walls and having separate entrances.
The situation made the teaching and learning environment unconducive and as
such marred the achievement of goals in such schools. The process of dealing
with the above mentioned problems that arises from the school, so as to reduce
them from escalating beyond management, school principals therefore adopt
various conflict management strategies.
However, the
questions are: to what extent does conflict exist in secondary schools in Imo
State. To resolve any level of conflict, what strategies are employed by the
school managers.
How do
locating and gender affects conflict management strategies of principal in Imo
State.
Purpose of
the Study
This study
targets to find out various strategies adopted by principals of secondary
schools as perceived by teachers in Imo State in the management of conflict in
their schools. The specific areas which this study is to embark upon is to:-
1. Identify
levels of conflict that arises in secondary schools in Imo State.
2. Find out
the common management strategies which principals of secondary schools apply in
resolving conflicts in their schools
3. Determine
the influence of school location on principal’s leadership style in managing
conflict.
4. Find out
how gender can affect principals management strategy.
Scope of the
Study
The scope of
this research is limited to secondary schools in Imo State, the eastern heart
land of Nigeria. For effective management of schools by secondary education
management board in Imo State, the state is divided into six (6) educational
management zones namely: Owerri zone 1, Owerri zone 11, Orlu zone 1, Orlu zone
11, Okigwe zone 1, and Okigwe zone 11. The target of this study is to find out
the management strategies applied by principals of secondary schools in
resolving conflicts that arises on the course of managing their institutions.
Significance
of the Study
The
principals of schools in their day to day management of the schools encounter
numerous problems arising from conflict which if not resolved would endanger
achievement of set goals. This study, however, would be of immense benefit to:-
· Heads of
secondary schools in updating their knowledge on factors causing conflict and
also enable them deal with them when they occur, so as to ensure a conducive
teaching and learning environment. They should ensure adequate motivation of
staff; use democratic leadership styles, inter group relationship and good
channel of communication.
· Principals
of schools will appreciate that the knowledge of immediate and remote causes of
conflicts in schools and will make them adopt appropriate management strategies
in handling them.
· Teachers
who are potential school heads will find this work good
· For them
in future. They will also use the knowledge from this work in resolving
conflict among students without necessarily involving school head. Using the
management strategies identified here after studying the cause of the conflict
would reduce conflict among students.
– Officials
of ministry of educations, secondary education management board, proprietors of
private schools. They would identify management flaws and effect necessary
corrective measures in future.
– The
general public, such as church leader’s managers and captains of industries
including our political leaders who encounter conflict in their day to day
activities of their organizations. They should appreciate conflicts as part of
their organization and ensuring they are dealt with whenever they arise using
the management strategies that are put in place here.
Research
Questions
To guide
this study, the following research questions were formulated:
1. What levels
of conflict exist in secondary schools in Imo State?
2. What are
the common conflict management styles used by secondary school principals in
Imo State?
3. To what
extent do school location influence principal’s conflict management strategies
in Imo State?
4. Would
there be some differences in conflict management strategies of male and female
principals of secondary schools in Imo State?
Hypothesis
For the
purpose of this research, the following hypothesis were formulated:
1. There is
no significant difference between the levels of conflict found in the Imo State
secondary schools.
2. There is
no significant difference in the types of conflict management strategies found
among secondary schools in urban and rural areas in Imo State.
3. There is
no significant difference between the rating of conflict management strategies
of male and female principals in Imo State.
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