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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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