PRINCIPALS’ CONFLICT MANAGEMENT TECHNIQUES AND TEACHERS’ JOB PERFORMANCE IN SOUTH EAST, NIGERIA

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ABSTRACT

 

The study examined the relationship between principals’ conflict management techniques and teachers’ job performance in government owned secondary schools in South East, Nigeria. Ten research questions and ten hypotheses guided the study. The study adopted a correlational research design. The population of the study is made up of 24, 657 which consists of 23,269 teachers and 1,388 principals in secondary schools in the five South East, Nigeria. A sample size of 1,232 respondents which comprised of 1,163 teachers and 69 principals was used for the study. The sample was drawn using multi stage approach. Two sets of structured questionnaires titled: Principals’ Conflict Management Technique Questionnaire (PCMTQ) and Teaches’ Job Performance Questionnaire (TJPQ) were used for the data collection. The instruments were validated by five experts; three from Educational Management and two experts from Measurement and Evaluation in Science Education, all in Michael Okpara University of Agriculture, Umudike. The reliabilities of the instruments were established using Pearson Product Moment Correlation and Cronbach Alpha statistical tool for the internal consistency of the items. Reliability indices of 0.79 and 0.81 were obtained for PCMTQ and TJPQ respectively. Pearson’s product moment correlation co-efficient was used to answer the research questions while linear regression was used to test the hypotheses at 0.05 level of significance. Results of the analysis revealed on the overall that: principal’s use of arbitration conflict management technique had a positive high relationship with teachers’ job performance in government owned secondary schools in south East, Nigeria; principals’ use of dialogue conflict management technique had a positive moderate relationship with to teacher’s job performance in government owned secondary schools in south east, Nigeria; Principals use of accommodation conflict management technique had a positive high relationship with to teacher’s job performance in government owned secondary schools in South East, Nigeria. Based on the findings, the researcher recommended among other things that; the most effective conflict management technique that promotes teachers’ job performance is effective communication and should be adopted always by the principals in conflict resolution; on the other hand, the least effective management technique is boxing the problem and should be rarely employed by the principals in resolving conflict since it has low correlation with the teachers’ job performance.





TABLE OF CONTENTS

Title                                                                                                                 i

Declaration                                                                                                      ii

Certification                                                                                                    iii

Dedication                                                                                                      iv

Acknowledgements                                                                                        v

Table of Contents                                                                                           viii

List of Tables                                                                                                  x

List of Figures                                                                                                 xiii

Abstract                                                                                                          xiv

 

CHAPTER 1: INTRODUCTION

1.1              Background to the Study                                                                   1

1.2              Statement of the Problem                                                                   17

1.3              Purpose of the Study                                                                          18

1.4              Research Questions                                                                             20

1.5              Hypotheses                                                                                         21

1.6              Significance of the Study                                                                   23

1.7              Scope of the Study                                                                             25

CHAPTER 2: REVIEW OF RELATED LITERATURE                                  26

2.1 Conceptual Framework                                                                             26

2.1.1 School principalship                                                                               27

2.1.2 Conflict                                                                                                  31

2.1.3 Conflict in organization                                                                         34

2.1.3.1Causes of conflict in organization                                                       39

2.1.3.2 Types of conflict                                                                                 44

2.1.4 Conflict management                                                                             46

2.1.5 Conflict management techniques                                                           51

2.1.5.1 Negotiation                                                                                         52

2.1.5.2 Mediation                                                                                            53

2.1.5.3 Neglect                                                                                                56

2.1.5.4 Boxing the problem                                                                            57

2.1.5.5 Effective communication                                                                    58

2.1.5.6 Collaboration                                                                                      61

2.1.6    Teachers’ job performance                                                                  61

2.1.7    Influence of conflict management

techniques on teachers’ job performance                                            66

2.2       Theoretical Framework                                                                       70

2.2.1    Social theory                                                                                       70

2.2.2    Goal theory                                                                                         72

2.3       Empirical Studies                                                                                73

2.4       Summary of Related Literature Reviewed                                         85

CHAPTER 3: METHODOLOGY                                                              89

3.1       Design of the Study                                                       89

3.2       Area of the Study                                                            90

3.3       Population of the Study                                                                      91

3.4       Sample and Sampling Techniques                                                      91

3.5       Instrument for Data Collection                                                          92

3.6       Validation of the Instrument                                                              92

3.7       Reliability of the Instrument                                                              93

3.8       Method of Data Collection                                                                93

3.9       Method of Data Analysis                                                                   94

CHAPTER 4: RESULTS AND DISCUSSIONS                                      95

4.1       Results                                                                                                97

4.2       Discussion of Findings of the Study                                                  115

4.3       Discussion of the Findings of the Study                                            116

CHAPTER 5: SUMMARY, CONCLUSION AND

RECOMMENDATIONS                                                                             123

5.1       Summary of the Procedure used for the Study                                  124

5.2       Conclusion                                                                                          124

5.3       Educational Implications of the Study                                               125

5.4       Recommendations                                                                              127

5.5       Limitations of the Study                                                                     127

5.6       Suggestions for Further Study                                                            128

REFERENCES                                                           72

APPENDICES                                                              78

 

 

 

 

 

 

 

 

 

LIST OF TABLE

 

4.1:                  Correlation matrix on the relationship between

principals’ use of arbitration as conflict

management technique and teachers’ job

performance in government owned secondary

schools in South

East, Nigeria.                                                                          95

 

4.2:                  Simple linear regression analysis of principals’

use of arbitration as conflict management

technique and teachers’ job performance.                              96

 

4.3:                  Correlation matrix on the relationship between

principals’ use of dialogue as conflict management

technique and teachers’ job performance.                              97

 

4.4:                  Simple linear regression analysis of principals’

use of dialogue as conflict management technique

and teachers’ job performance.                                               98

 

4.5:                  Correlation matrix on the relationship between

principals’ use of accommodation as

conflict management technique and teachers’

 job performance.                                                                    99

 

4.6:                  Simple linear regression analysis of

principals’ use of accommodation as

conflict management technique and teachers’

job performance.                                                                     100

 

4.7:                  Correlation matrix on the relationship between

principals’ use of collective bargaining as

conflict management technique and teachers’

job performance in government owned

secondary schools in South East, Nigeria.                              101

 

4.8:                  Simple linear regression analysis of

principals’ use of collective bargaining as

conflict management technique and teachers’

job performance in government owned

 secondary school in South East, Nigeria.                              102

 

4.9:                  Correlation matrix on the relationship between

principals’ use of effective communication

as conflict management technique and teachers’

job performance in government owned secondary

schools in South East, Nigeria.                                               103

 

4.10:                Simple linear regression analysis of

principals’ use of effective communication

 as conflict management technique

and teachers’ job performance in government

owned secondary school in South East, Nigeria.                   104

 

4.11:                Correlation matrix on the relationship between

principals’ use of boxing as conflict management

technique and teachers’ job performance in

government owned secondary schools in South

East, Nigeria.                                                                          105

 

4.12:                Simple linear regression analysis of principals’

use of boxing as conflict management technique

and teachers’ job performance in government

owned secondary school in South East, Nigeria.                   106

 

4.13:                Correlation matrix on the relationship between

principals’ use of confrontation as conflict

management technique and teachers’ job

performance in government owned secondary

schools in South East, Nigeria.                                               107

 

4.14:                Simple linear regression analysis of

principals’ use of confrontation as

conflict management technique and teachers’

job performance in government owned

secondary school in South East, Nigeria.                               108

 

4.15:                Correlation matrix on the relationship between

principals’ use of compromise as conflict

management technique and teachers’ job

performance in government owned secondary

schools in South East, Nigeria.                                               109

 

4.16:                Simple linear regression analysis of

principals’ use of compromise as conflict

management technique and teachers’

job performance in government owned

secondary school in South East, Nigeria.                               110

4.17:                Correlation matrix on the relationship between

principals’ use of negotiation as conflict

management technique and teachers’

job performance in government owned

secondary schools in South East, Nigeria.                              111

 

4.18:                Simple linear regression analysis of

principals’ use of negotiation as a

conflict management technique and teachers’

 job performance in government owned

secondary school in South East, Nigeria.                               112

 

4.19:                Correlation matrix on the relationship between

principals’ use of collaboration as conflict

management technique and teachers’ job

performance in government owned secondary

schools in South East, Nigeria.                                               113

 

4.20:                Simple linear regression analysis of

principals’ use of collaboration as conflict

management technique and teachers’ job

performance in government owned Secondary

School in South East, Nigeria.                                                114

 

 

 

 

 

 

 

 

 

LIST OF FIGURES

 

2.1: Conceptual Framework                                                26

 

2.1: The Diagram Showing various Conflict Management Techniques     51

 

 

 

 



 

CHAPTER 1

INTRODUCTION


1.1                   BACKGROUND TO THE STUDY

For a school to function well and reach out its set out goals there has to be an efficient and effective principal or an administrator in that school without which the school might crumble. Ubani (2017) noted that a school without a principal with adequate knowledge of conflict management techniques is blind, deaf, and mute to world around it.

Secondary school as a society of its own is full of events. The school as a formal Educational Organization is made of different persons with diverse interests, many of which conflict with the school or institution set goals and objectives. Principals and other managers while performing their duties may find themselves stepping into the shoes of their subjects leading to conflict.

 

Whenever there is conflict, it affects the educational goals, teachers may be destabilized or provoked which affect their job performance. Walson (2015) noted that the hall mark of educational activity is to produce the quality of human beings that possesses the needed potentials to maintain society and make it develop. Although these objectives are good but they cannot be achieved in the face of conflict and without the co-operation of those involved in school management. Furthermore, he affirms that, the specific individual found in each school environment include, the principals, teaching staff, non-teaching staff, the students and sometime members of the community. These people are to work together to create a conflict free environment that will enable the school to achieve its stated goals. Benjie, V. L (2016), defined conflict as a situation involving two or more parties in opposition to interest, principles, practice or techniques. It reflects a determined action or struggle over a goal which may be manifest or imaginary. He concluded that conflict is an attitude or behavior that introduces strains in the relationship between two or more parties who want to attain a set goal. McNamara (2013) opined that conflict is usually a product of disagreement over distribution of resources which is relatively scarce compared to the demand of the individuals or groups concerned. Furthermore, conflict is inevitable in any human organization (including schools) because of opinion regarding ideas, or desires which can rise between individuals or groups in work place. In this study, conflict is defined as human and social phenomena in school environment which engenders mutual hostility and hinders teachers’ job performance. Conflict is unavoidable in the school and is often valuable in contributing to the formation of high-performing groups. It can take the form of insults, defamation of character, false accusation, suspension, transfer and demonstration. In the past, many organizational practitioners operated on the assumption that any or all conflict was bad and thus should be eliminated. It is true that too much conflict can have negative consequences, because it requires time and resource to deal with. Conflicts can be destructive or constructive, conflicts have had negative impacts on the academic performance of the school and the students. However, conflict may be beneficial if they are used as instruments for change or innovation.

Conflict can improve the quality of decision making and employee relations in organization. Thus, in dealing with conflict the critical issues are not so much the conflict itself but how it is managed. Although conflict can foster innovation, creativity and alteration, it wastes organization’s resources and energy. According to Cerado (2013), conflicts in the country’s public schools are on the rise in the recent years, this is mainly due to unresolved conflicts between the students, teachers and the school administrators, these may occur at the level of interpersonal, inter-group, organizational or intra-organizational relationships involving the principal as the chief executive and the rest of the staff; the staff and the students, students and students, students and the school authority.  Schools in the urban and rural areas, large and small ones, single sex or mixed schools, those headed by less experienced or more experienced principals have at one time or the other experienced conflicts. Whatever the cause of conflict may be, educators, parents and policy makers have consistently advised on the need for quick resolution and effective management of organizational conflicts because of its adverse effect on teachers’ job performance (Muindi, 2016). Conflict in schools need to be properly managed in order to create a healthy organizational climate that is so important for effective learning and performance of responsibilities. Conflicts affect teachers’ job performance and accomplishment of school goals due to their attending stress, hostility and other undesirable factors when poorly managed (Duze, 2012).

According to Agenga (2011) teachers’ job performance is the ability and action of the teacher to discharge the duties officially assigned to him/her in learning setting. Nurharni (2013) noted that teachers’ job performance is the way in which a teacher behaves in the process of teaching and is related to teacher’s effectiveness. Obilade in Mohammadu and Malik (2011) stated that teachers’ job performance can be described as the duties performed by a teacher at a particular period in the school system in achieving organizational goals. Such duties include preparing and delivery of lessons to a range of classes of different ages and abilities; marking students’ assigned work, giving appropriate feedback and maintaining records of students’ progress and development. Other duties include; researching new topic areas, maintaining up to-date subject knowledge and devising and writing new curriculum materials; preparing students for qualification and external examinations, participating in and organizing extra-curricular activities such as outings, social activities, sporting events and so on.

 

In the face of conflict not adequately and effectively managed with appropriate techniques, teachers will not perform their job effectively. Baumgardner (2012) harped that inappropriate technique of principals’ conflict management has resulted in rampart closure of schools, disruption of academic calendar, poor performance of students, increased government interventions and increased expenditure. Meanwhile, effective teaching and learning programmes are always impaired leading to further crisis in schools and government in general. This therefore calls for good management of conflict with effective technique that will create enabling environment for teachers to discharge their duties effectively. According to Ramani (2010) the efforts of teachers can only be maximized when they function in a conducive work environment.

Oluwaseun (2020) defined conflict management as a general term used to describe efforts to prevent, limit, resolve or transform conflict. Consequently, Kaln (2020) described conflict management as a process that involves programmes and activities that seek to discover, identify and resolve the fundamental causes of a given conflict. Conflict management technique is therefore a procedure used to prevent or resolve conflict. Arop, Owan and Ekpang (2018) opined that conflict management techniques are those approaches that can be used to prevent, control or resolve conflicts. Thus, that conflict management techniques are very important to any school because it is through these techniques that negative effects resulting from conflicts can be minimized or controlled. There exist several techniques that could be used to resolve conflict in schools. These include: dominance, compromise, synergy, culture of civility, win-lose technique, lose-lose technique, win-win techniques (Anashie and Kulo, 2014), Ihuarulam (2015) further identified other techniques which include adjudication, negotiation/collective bargaining, confrontation, accommodation, problem solving, creation of budget committee, separation device, neglect or silence, dialogue, effective communication, mediation, arbitration, clarification of inter dependencies, consultation, boxing the problem, clarification of goals, and collaboration.

The focus of this study is on ten conflict management techniques, which are;

i.        Arbitration conflict management technique

ii.      Dialogue conflict management technique

iii.    Accommodation conflict management technique

iv.    Negotiation/collective bargaining conflict management technique

v.      Effective communication conflict management technique

vi.    Boxing the problem conflict management technique

vii.  Confrontation conflict management technique

viii.      Compromising conflict management technique

ix.    Neglect or silence conflict management technique and

x.      Collaboration conflict management technique (Akeredolu, 2019).

 

 

Arbitration or mediation conflict management technique is used in a situation where a neutral party helps groups in conflicts to discuss their difficult issues which allow disputants to ventilate anger and frustration in a free, open and therapeutic fashion (Oboegbulem and Onwurah, 2011). It can also be a process in which a third party, neutral in the matter, after reviewing evidence and listening to arguments from both sides, issues a decision to settle the case (Arop, Owan and Ekpang, 2018). Arbitration or mediation conflict management technique could also be an aspect where an independent person or group of persons could be appointed to act as judge in the dispute. He decides on the term of settlement. Both parties must agree on who the arbitrator should be; because the decision of the arbitrator should bind on both parties for absolute peace, in absence of arbitration, dialogue could be used.

Dialogue conflict management technique is a process where groups in conflicts are brought together (face-to-face) to express their views on the subject matter. The conflict parties share their feelings, and fears are open to listening to the other parties, needs are willing to be changed by what they hear, and are open to the idea of being vulnerable (Oboegbulem and Onwurah, 2011). If dialogue fails, accommodation may come in.

Accommodation is an aspect of conflict management technique which believes that no amount of sacrifice is too much to allow peace to reign. Parties should accommodate each other, as it is said that one should be his or her brother’s keeper. Parties should bear in mind that conflicts are inevitable, natural factor, therefore, when it arises let there be an understanding and be able to manage it properly so that it becomes a positive force, rather than a negative force, if accommodation could not work, negotiation/collective bargaining could be applied.

Negotiation or collective bargaining: This is a process where mandated representatives of groups in a conflict situation react together in order to solve their differences and to reach agreement, it is a deliberate process designed to reconcile differences, for instance, on Labour matters and to reach agreement by consensus, the outcome is often dependent on the power relationship between the two groups. It usually involves compromise, a give and take process, if this fails, effective communication may come in.

 

Effective communication conflict management technique involves where all the necessary information needed by groups are communicated to them in due time, acted upon and provision of appropriate feedback. It can be used to avoid, minimize and manage conflicts when they occur, it is used by both parties in the conflict to say their mind, listen to others, and for apology where necessary. More so, effective communication could help principals to minimize conflict in schools, messages should travel up, down, and across the organization, there should be feedback, teachers and other staff alike should be able to know who, where, how, what, why and which person and activity to perform at the rightful time. In absence of effective communication, boxing the problem could be used.

Boxing the problem conflict management technique: Arop, Owan and Ekpang, (2018) opined that this aspect of conflict management technique involves authoritative and assertive behaviours. In this style, the aggressive individual aims to instill pressure on the other parties to achieve a goal. It includes the use of whatever means to attain what the individual thinks is right, it may be appropriate in some situations, but it should not come to a point wherein the aggressor becomes too unreasonable. Dealing with the conflict with an open mind is vital for a resolution to be met, if boxing the problem fails, confrontation should be the next ideal technique to be used.

Confrontation: this aspect of conflict management technique is where the issues can be subjected to a debate between those in conflicts or neutral groups in order to expose the problem and convince combatants of its emptiness. There by confrontation could not work, compromise may come in.

Compromising conflict management technique: This aspect of conflict management technique is where parties to the conflict should be willing to give up something, for instance, to adopt a free mind in order to settle the problem, they should be able to shift ground to allow peace to reign, if compromise could not bring an absolute peace, neglect or silence may likely come in.

Neglect or silence conflict management techniques; Oboegbulem and Onwurah, (2011) stated that it is an aspect that involves delay tactics which can disarm in the combatants emotionally as they wait for days or months on end without any practical action on the part of the third party. The build-up emotional anger can dwindle as the delay, neglect or silence continues to end the information about the issue before acting. If this fails, collaboration technique may come in.

Collaboration conflict management; this aspect of conflict management technique involves a win-win situation where parties to a conflict are prepared, willing and ready to satisfy each other demands fully, here, all demands are fully met.

It is imperative that a principal as the manager of conflict must be wise in monitoring the trends of conflict in order to detect in time when conflict is about to come up. The principals’ techniques of conflict management will determine the success of the school administration and teachers’ job performance. Teachers’ job performance refers to the extent to which teachers carry out their instructional and pedagogical duties of teaching and behaviour modification as a means of making learners useful to themselves, and for the development of the society which they belong. Teachers’ job performance is the pivot around which teaching and co-curricular activities of the school revolve. Owan (2012) submits that it offers learners the opportunity to get adapted to the school environment for improved academic performance.

Some of the roles of an effective teacher include:

(a) Strong lesson structuring: The type and length of a lesson plan will depend on such factors as the particular teacher involved, the nature of the activity and the adaptive policy. An effective teacher therefore considers critically what subject matter to teach, which students to teach, what instructional materials to utilize to achieve desired result and what method to use to ensure teacher-student participation in the instructional process. To achieve the above, Enem and Ani (2011) identified the following major features: subject, date, time, class, age, content/topic, specific objectives, entering behavior, instructional materials, instructional procedure, evaluation, summary/conclusion and assignment.

(b) Proper classroom sitting arrangement: Classroom management is one of the greatest concerns of the teacher. For the classroom not to pose a difficult tool in the hand of the teacher to manage, he tries to arrange his class properly before teaching. It is expected that the number of students in a class should not exceed thirty students, but where it does, it becomes the onus of the teacher to handle professionally for a soft landing. The climate of a classroom is a critical variable which affect the students.  Where people work together for the achievement of set objectives, there is a need for management that is charged with the responsibilities of ensuring that the aims and objectives of the organization are realized. This implies that good or effective classroom management is the key to academic success of the students.

(c) Effective Communication: One of the greatest tools that guide the efforts of the teacher is a well-developed communication process. Communication in the words of Obi in Olugbenga (2018) involves a transmission, transfer or exchange of ideas, feelings, views, messages and issues. In the struggle to achieve high level of an atmosphere free of rancor and teachers’ job performance. The teacher strive to improve the classroom by bridging some of the barriers to effective communication such as noise, filtration, language difference, lack of clear channels, personal biases and information overload. Where effective communication is lacking, performance of functions may overlap thereby causing confusion which will give rise to wastage of human and material resources in primary secondary schools.

(d) Good Chalkboard management: Chalkboard is a device which an effective teacher uses to convey a visual message in the classroom. It serves as a vehicle of communication and instruction. To buttress the above, Ojonma (2017) averred that it is a mirror through which students visualize the teacher’s mind, for example, the way of explaining, illustrating and teaching as a whole. For effective teaching and learning which is the major aim of teaching to take place, the teacher makes use of the chalkboard to define, explain and record new words, ideas, terms and concepts. He equally highlights and summarizes class discussions sequentially during teaching-learning process. For clarity in the classroom, an effective teacher present symbols, diagrams, charts, graphs and other useful illustrations on the chalkboard. The above message is passed to the students by writing eligibly. In other words, all works on the chalkboard should be neatly presented and tidy, properly organized and unwanted materials erased from the chalkboard.

(e) High expectation of what the students can achieve: An effective teacher while preparing his lesson states clearly the objective of the lesson. He equally works towards attaining the stated objectives within the time allocated for the lesson. Evaluation at the end of the lesson stands as a testimony to the achievement of the objectives else he repeats the topic for better understanding of the students and satisfaction of the teacher.

(f) Lesson clarity: The duty of the teacher is to provide a welcoming environment necessary for effective teaching and learning, for example, good entry behavior, mastery of the subject matter, clarity of explanation and good communication skill (Okeze, 2014). The vocabulary of the lesson in question should be made clear and understandable for the students to comprehend. Concepts should be clearly defined by the classroom teacher in a simple and well organized term to show direction on what the students should know and be able to do. The interaction in the classroom will add greatly to the purpose of learning and equally make the classroom activity an interesting one by displaying relevant practice, sequence lessons and learning activities and clear explanations.

(g) The use of different teaching methods: The teachers’ behaviourin the classroom determines the effectiveness of the instruction. Teachers’ movement, use of gestures, change in voice, verbal focusing and gesture, change in interaction pattern will greatly increase the quality and quantity of teaching and learning. An effective teachers’ behavior will consist of many types of skills that will showcase the action designed to influence the learner in a pre-determined direction. Some of these skills include set induction, planned repetition, illustration (use of examples), stimulus variation, questioning method and the skill of closure. A classroom teacher cannot be likened to a statue mounted at a place. Teachers’ demonstration, recitation, memorization and the opportunity for class participation is connected with different teaching methods that will continuously measure students learning during teaching.

(h) Effective time management: Time is a part of measuring system used to sequence events, to compare the direction of the events and the intervals between them and to quantify rates of change as we live and carryout daily activities. Planning a lesson involves adequate patterning of time according to activities in order to enhance role performance and accomplishing tasks within a set out period. Planning helps to avoid conflict among use of resources based on the fact that resources are limited including time. Planned classroom lesson therefore means a designed way by the teacher to arrange all its activities for efficient teaching in realization of his targeted objectives. One of the greatest importance of time in the classroom is creation of space for simultaneous activities which helps activities to be implemented without conflicts like classroom allocation to various periods and subjects. Implemented time ensures complete mobilization of all planned activities according to schedule.

(i) Good record keeping attitude: Record keeping enhances administrative effectiveness in secondary schools. Administrative functions of planning, controlling, organizing, coordinating and directing are not effectively carried out without proper documentation. For example, every plan and decision undertaken by the teacher must be properly documented for record purposes. Such records as admission/withdrawal register, attendance register, and punishment book are vital information about a student activity during his stay in a particular school. Record keeping is very important because it serve as major information tool that sustain the school and aid in achieving educational goals and objectives. It indicates the progress or failure of the student and even the school. It assists parents with particular information about performance and general behavior of their children (report sheet, punishment book). It equally aids ex-students to get reports and recommendations for job or further studies (progress reports).

Good health practices within and outside the classroom environment, and other good personal characteristics such as honesty, politeness, flexibility, simplicity, trustworthiness, firm and fairness and so on remains the roles of an effective teacher for quality delivery.

Teachers job performance that will be studied include: adequate preparation for all lessons, effective instructional delivery, effective classroom management, assessment of student learning, ability to be resourceful, skillful in the use of chalkboard, appropriate use of instructional materials, adequate coverage of curriculum content, effective in time management, adequate counseling of students, effective discipline of students and adequate feedback. Arop, Owan andEkpang, (2018) opined that teachers’ job performance has been a major issue of concern to the government and other relevant stakeholders, this is seen through the regular workshops, seminars, and other retaining programmes organized for teachers as means of enabling them to adjust to the dynamic needs of the society. In the past, teachers’ job performance in the school system had been hindered by a lot of factors, which resulted in teachers embarking on strikes at various times to draw the attention of the Government to their plight (Arop et al., 2018). The situation in the past was so bad that teachers’ job called for sympathy from other professions, it was considered a reproach to take up teaching as a profession; parents were finding it very difficult to release or give their daughters in marriage to teachers. Teachers’ effectiveness was also hindered by the problem of poor salaries. Salaries were not paid, and as when due, teachers were deprived of their promotion and lack of good working environment which affected most teachers’ attitude to work.

Presently, the above conditions has slightly improved as it is no longer considered a reproach to become a teacher, this is evident in the sudden influx of people to the teaching profession including those not suitably qualified for the job, for example, the Federal Government N-power initiative attracted a lot of graduates from various disciplines such as law, engineering, medicine and so on, who were not suitably qualified for the job. According to Avwerosuo (2017), this sudden influx of people into the profession is as a result of slight improvement in the condition of service for teachers; this include relatively prompt payment of teachers’ salaries, increment of teachers’ salaries following the recent minimum wage pronouncement, promotion of teachers in some quarters and building of classroom blocks and few offices being a project recently embarked upon by the state Government, all notwithstanding, the effectiveness of teachers anchors on integrated conflict management.

Management as conceptualized by Arop and Bassey (2017) is a process of working with and through people, using available human and material resources to achieve predetermined objectives. Management involves forecasting and planning, organizing, commanding, coordinating and controlling. Management therefore, according to Anashie and Kulo (2014) consists of all organizational activities that involve formation of goals; attainment of the goals; appraisal of performance and development of mechanisms that will ensure the success and the survival of the organization within the social system.  Management of school conflict bothers around the principal and as the manager of conflict should be wise in monitoring the trends of conflict in order to detect in time when conflict is about to come up. He should also be aware of actual or potential conflict, diagnosing its nature and scope and employing appropriate techniques to diffuse the emotional energy involved and enable the disputing parties to understand and resolve their differences (Boniface, 2012). It is therefore the duty of the principal to counteract, control, detect or stop the conflict before its violent eruption.

The implication is that the principal is at the centre of school management; he enforces standards and resolves conflicts arising from the school. In our contemporary society, educational managers are more likely to encounter conflicts in secondary schools than they were ten years ago because of the increasing students’ population, competition for scarce resources, poor catering and poor welfare service and inadequate teaching and learning facilities. Ihuarulam (2015) addressing the issue of conflict among school managers, stated that those who will administer schools must have both adequate experience and proper administrative training in order to cope with the challenging tasks of school administration. This may be due to the impacts of advancement in education; research and societal changes in our school system. Therefore, the principals’ techniques of conflict management will determine the success of the school administration and teacher’s job performance.

Many authors have made attempts to uncover the relationship that exist between the variables of this study with other dependent variables. Offodile (2009) researched on level of effectiveness of conflict resolution methods used by principals in Aba and Umuahia education zones in Abia State as perceived by principals, teachers and students. He found divergent views on conflict management techniques used by principals. Similarly, Ogbajie (2010) studied principals’ conflict management techniques in secondary schools in Umuahia education zone of Abia state, and found out that dialogue and democratic techniques of conflict management were generally accepted by the respondents as best in managing conflicts. In same vein, Oshionebo and Ashang (2017) examined the administrative techniques for the resolution of principal-teacher conflicts among secondary schools in Lagos state, Nigeria. The study favoured the use of dialogue for principal-teacher conflict resolution among other administrative techniques such as dominance, compromise, smoothing, synergy, culture of civility, mediation, negotiation, and communication. Furthermore, Owan (2018), investigated principals’ conflict management techniques in secondary schools in Ado-EkitiEducation Zone of Ekiti State, Nigeria and found out that arbitration, dialogue and effective communication technique of conflict management were as well accepted generally by the respondents as best in managing conflicts.

It is noteworthy to mention that various studies have been carried out on conflict management, (Offodile, 2009; Ogbajie, 2010; Oshionebo & Ashang, 2017; Owan, 2018), particularly in the aspect of conflict management techniques and indifferent locations. However, the aspect of linking principals’ conflict management technique to teachers’ job performance in South-East geopolitical zone within the limits of accessible literature by the researcher has not been greatly explored. Therefore, researcher tends to find out the extent principals use arbitration, dialogue, accommodation, negotiation/collective bargaining, effective communication, boxing the problem, confrontation, compromising, neglect or silence, and collaboration in managing conflicts as well as determining its relationship to teachers’ job performance in government owned secondary schools in South-East, Nigeria.


1.2       STATEMENT OF THE PROBLEM

The importance of principals’ conflict management technique and teachers’ job performance in secondary schools in South East, Nigeria cannot be underestimated. The ideal situation of teachers’ job performance should constitute adequate preparation for all lessons, effective instructional delivery, effective classroom management, assessment of student learning, ability to be resourceful, skillful in the use of chalkboard, appropriate use of instructional materials, adequate coverage of curriculum content, effective in time management, adequate counseling of students, effective discipline of students and adequate feedback.

On the contrary, it is disturbing that all these variables appear to be completely lacking or barely existing in school system as a result of conflict in secondary schools in South East, Nigeria. Conflicts seem to be parts and parcel of human endeavours. It is a human social problem which involves mutual hostility, differences, disagreements, opposition, use of violence, turning point or crises which can lead to psychological warfare or physical or naked war. It comes into school administration when the need of the teachers or students varies from that of the administrator and policy makers as well as their management technique. One of the major causes of conflict in school system today is inequitable distribution of resources and partiality on the side of the principals in delegation of responsibilities, supervision and motivation of staff, opportunity for professional growth among others due to lack of exposure to conflict management techniques. These ugly situations could be responsible to the poor teaching and learning in secondary schools which has led to low productive academic achievement and teachers’ job performance.

Though many studies have been carried out in the past on conflict resolution strategies and teachers’ job performance, yet no study to the best of the researcher’s knowledge focused on conflict management technique and teachers’ job performance in secondary schools in South East, Nigeria. If so, the relationship between principals’ conflict management techniques and teachers’ job performance may be considered necessary as other studies have shown that friendly environment devoid of conflict relate to teachers’ job performance. To this end, the problem of this study put in question form is: what is the relationship between principals’ conflict management technique and teachers’ job performance in secondary schools in South East, Nigeria.


1.3       PURPOSE OF THE STUDY.

The study determined the relationship between principals’ conflict management techniques and teachers’ job performance in government owned secondary schools in South East, Nigeria.

Specifically, the study sought to:

1.                  determine the relationship between principals’ use of arbitration conflict management technique and teachers’ job performance in government owned secondary schools.

2.                  examine the relationship between principals’ use of dialogue conflict management technique and teachers’ job performance in government owned secondary schools.

3.                  investigate the relationship between principals’ use of accommodation as conflict management technique and teachers’ job performance in government owned secondary schools.

4.                  Determine the relationship between principals’ use of negotiation/collective bargaining as conflict management technique and teachers’ job performance in government owned secondary schools.

5.                  ascertain the relationship between principals’ use of effective communication as conflict management technique and teachers’ job performance in government owned secondary schools.

6.                  examine the relationship between principals’ use of boxing the problem as conflict management technique and teachers’ job performance in government owned secondary schools.

7.                  find out the relationship between principals’ use of confrontation as conflict management technique and teachers’ job performance in government owned secondary schools.

8.                  investigate the relationship between principals’ use of compromising as conflict management technique and teachers’ job performance in government owned secondary schools.

9.                  ascertain the relationship between principals’ use of neglect or silence as conflict management technique and teachers’ job performance in government owned secondary schools.

10.              determine the relationship between principals’ use of collaboration as conflict management technique and teachers’ job performance in government owned secondary schools.


1.4       RESEARCH QUESTIONS

The following research questions guided the study.

1.             What is the relationship between principals’ use of arbitration as conflict management technique and teachers’ job performance in government owned secondary schools in South East, Nigeria?

2.             What is the relationship between principals’ use of dialogue as conflict management technique and teachers’ job performance in government owned secondary schools in South East Nigeria?

3.             How does principals’ use of accommodation as conflict management technique relate to teachers’ job performance in government owned secondary schools in South East Nigeria?

4.             What is the relationship between principals’ use of negotiation/collective bargaining as conflict management technique and teachers’ job performance in government owned secondary schools in South East Nigeria?

5.             What is the relationship between principals’ use of effective communication as conflict management technique and teachers’ job performance in government owned secondary schools in South East Nigeria?

6.             What is the relationship between principals’ use of boxing the problem as conflict management technique and teachers’ job performance in government owned secondary school in South East Nigeria?

7.             What is the relationship between principals’ use of confrontation as conflict management technique and teachers’ job performance in government owned secondary schools in South East Nigeria?

8.             How does principals’ use of compromise as conflict management technique relates to teachers’ job performance in government owned secondary schools in South East Nigeria?

9.             How does principals’ use of negotiation as conflict management technique relates to teachers’ job performance in government owned secondary schools in South East Nigeria?

10.         What is the relationship between principals’ use of collaboration as conflict management technique and teachers’ job performance in government owned secondary schools in South East Nigeria?


1.5 HYPOTHESES

The following null hypotheses were formulated and tested at 0.05 level of significance.

1.      Principals’ use of arbitration as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East, Nigeria.

2.      Principals’ use of dialogue as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East Nigeria

3.      Principals’ use of accommodation as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East Nigeria.

4.      Principals’ use of negotiation/collective bargaining as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East, Nigeria.

5.      Principals’ use of effective communication as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East Nigeria.

6.      Principals’ use of boxing the problem as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary school in South East Nigeria.

7.      Principals’ use of confrontation as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East Nigeria.

8.      Principals’ use of compromise as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East Nigeria.

9.      Principals’ use of negotiation as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East Nigeria.

10.  Principals’ use of collaboration as conflict management technique has no significant relationship to teachers’ job performance in government owned secondary schools in South East Nigeria.


1.6       SIGNIFICANCE OF THE STUDY.

It is hoped that the findings of this study will be useful to government, Secondary Education Management Board (SEMB), principals, teachers, students and future researchers if published.

The findings of this study will be considered valuable to the government who are responsible for the planning and control of educational programmes for the attainment of educational goals and objectives. Evidence of role conflict abounds in public secondary schools as a result of unsatisfactory working condition. Many at times, school personnel can be in conflict over the imposition of rules, regulations and assignments, over the amount of interdependence allowed to teachers and students and over the amount of effort committed to achieve learning in school. This study will enable the government understand those areas where there is frequent occurrence of conflict and therefore train administrators accordingly for a peaceful atmosphere in secondary schools.

 

The findings of this study may be useful to SEMB in decision making and planning of postings of principals and staff to schools. All organizations as business firms, social clubs, schools and colleges have conflict potentials. Conflict is an in-built aspect of any organizational system (obi, 2004). This is due to the individual differences of workers and sometimes the occurrence of role ambiguity and specifications. The study may reveal to education managers the need to include conflict management in their result oriented administration in order to maximize effectiveness and high productivity.

 

The identification of conflict and its management techniques will acquaint secondary school principals with the knowledge of how to resolve conflict as they discharge their duties in their various schools. Such duties as delegation of responsibility to staff, orientation of new staff, assignment of teachers to jobs, appointments of prefects and form masters, supervision and motivation, encouraging staff professional growth and discipline of staff ought to be fairly done to reduce conflict to the barest minimum. The study therefore, will equip principals with conflict management skills in handling conflicts and however, may promote better interpersonal relationship among teachers.

 

The findings of this study may expose to the teachers the dangers of conflicts in school and the need to avoid conflicting situations to some extent so as to maintain a conducive atmosphere for learning since there can be no meaningful development in an atmosphere devoid of peace. It will more importantly improve teachers’ job performance and ensure quality delivery in secondary schools in South East, Nigeria.

 

To the students, the findings will be of immense help to them in the school environment. This is because if the principals and staff apply the various conflict management techniques as x- rayed in this study to prevent and control conflict in schools, there will be minimal conflict and a conducive atmosphere for teaching and learning will be ensured. It will equally enhance the understanding of interaction theory of conflict which argues that the seed of conflict lie in the process of interaction between parties in conflict and managers of conflict.

 

Information gained as a result of this study may further enrich the library and add to reference materials. The findings will equally serve as a spring board for any researcher who may wish to carry out research work on the variables or related variables.

 

1.7       SCOPE OF THE STUDY

The study is delimited to principals’ conflict management techniques and teachers’ job performance in government owned secondary schools in South East, Nigeria.

The content scope focused on two variables which are; principal’s conflict management techniques as independent variable and teachers’ job performance as the dependent variable.

The components of the independent variables are, arbitration, dialogue, accommodation, negotiation/collective bargaining, effective communication, boxing the problem, confrontation, compromising, neglect or silence, and collaboration.

It also covered teachers’ job performance as the dependent variable which include; adequate preparation for all lessons, effective instructional delivery, effective classroom management, assessment of student learning, ability to be resourceful, skillful in the use of chalkboard, appropriate use of instructional materials, adequate coverage of curriculum content, effective in time management, adequate counseling of students, effective discipline of students and adequate feedback. The study will involve the principals and teachers in government owned secondary schools in South East, Nigeria.


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