SCHOOL RELATED FACTORS AND CONFLICT MANAGEMENT STRATEGIES ADOPTED BY PRINCIPALS IN ESAN WEST LOCAL GOVERNMENT AREA OF EDO STATE

ABSTRACT

This research examined school related factors and conflict management strategies adopted by principals in Esan West Local Government Area of Edo State. The research adopted survey research design. Data were gathered through primary source with the aid of a well structured questionnaire. Simple random sampling technique was adopted in the selection of sample, this was used to eliminate biasness in the selection process of the respondents. Data garnered were presented on table using percentage and the formulated hypotheses were analysed with the used of Chi-square statistical method. The result of the analysis shows that the levels of conflict that arises in schools in Esan West Local Government Area of Edo State is high. Based on the conclusion of the analysis recommendations that staff meeting is one of the most valuable institutions for ensuring the better running of the school. Apart from being a forum where members of staff exchange ideas, it is also a place where the spirit of oneness should be developed and where the views of all can be properly oriented to the ideas which the school is meant to uphold. In staff meetings, teachers’ differences that can result in conflict are brought to the open and discussed in order to find solution to the conflict were proffered.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Education is an instrument for improving and developing one’s potentials and skills, and in the process contributes tosustained well-being of the individual. This enables the individual contribute to the development of his or hercommunity. Mimar (2012) pointed out, that schools as important component of the education system, provideinstruction and personality formation which enables economic progress and community development. There are different levels of education institution in Nigeria; among which is the secondary level which serves as a bridge between the primary school and higher institution. The principal is responsible for the administration of secondary school. There are conditions of incompatibility or disagreement between two or more parties in the course of school administration which could cause conflict.

Conflicts are almost inevitable in human life. They are common in organizations as well as in learning institutions (Owan, 2018; Saiti, 2015). Throughout history, humans have always detested conflicts and found numerous strategies to resolve them, such as mediation and arbitration. Negotiations have been used to reach agreements regarding issues of contention between opposing nations or individuals (Kriesberg, 2009). Conflicts have gained many connotations because of their universality, which has left many managers confused about how best to deal with them. Conflicts build a stressful, disruptive, and uncomfortable working climate which affects employees' productivity (Kwapong et al., 2015).

Thakore (2013) describes conflicts as differences between two or more people or groups, with each attempting to gain the approval of their opinion over others. Lussier (2015) agrees with Thakore that conflicts entail situations in which people are in battle due to opposing beliefs, cultural, political, or religious differences, and philosophies of life.

Conflicts can thus be interpreted as disputes or disagreements between two or more opposing parties with different interests, thoughts, opinions, principles, and goals. In learning institutions, Edet et al. (2017) acknowledge that conflicts exist among individuals, including students, teachers, non-teaching staff, and administrators. Similarly, Saiti (2015) points out that conflicts can develop as a result of disparities in responsibilities, values, desires, and goals. Jones (2000) points out that the increase of conflicts from a low level to a very high-level leads to reduced organizational performance. 

In the school organization, conflict emanates from the interactions between members (students, staff, management and the community) and across the organization as members strive to achieve the goals and objectives of education resulting in: student/student conflict, student/staff conflict, staff/staff conflict, principal/staff conflict andschool/community conflict. In secondary schools, like every other organization, variables such as principals’ leadershipstyles, principals’ change management strategies and principals’ conflict resolution strategies may be potential causes ofconflict and they may significantly relate to teachers’ job effectiveness. Bartol and Martine in Uchendu, Anijaobi-Idem and Odigwe (2014) submitted that poor recognition of teachers’ autonomy, lack of objectivity, inadequate flow of information and perception of issues of interest are causative agents of school based conflict. With such conflicts, teachers cannot contribute meaningfully to teaching - learning process which is central to the provision and actualization of qualitative education and goals of education as enshrined in the Nigerian National Policy on Education. This further leads to

increase loitering by students, increase in the level of noise making in classrooms, poor evaluation of students’ class work and delay in submission of students’ assessment scores to relevant authority. These problems that attribute to poor teachers’ job effectiveness may be linked to many variables including ineffective principals’ conflict resolution strategies. Such conflicts if not resolved amicably can disrupt the school system and may lead to poor teachers’ job effectiveness. Since conflicts are seemingly unavoidable, administrators must recognize them and find appropriate ways of dealing with them (Chanda, 2019).

Conflict management strategies are techniques that facilitate conflict resolution. Edwin (2013) contends that conflict management entails applying specific measures to reduce the negative elements of conflict while increasing the positive aspects of conflict to improve an organization's performance and effectiveness. Appropriate and effective conflict management strategies in schools reduce teacher dissatisfaction and absenteeism while increasing productivity, creativity, and innovation, all of which contribute to improved teacher performance. According to Johnson and Johnson (2017), constructive conflict management strategies offer solutions that are acceptable to all parties in conflict, strengthen relationships, and maximize their ability to resolve future conflicts constructively. It is against this backdrop that this study will examine school related factors and conflict management strategies adopted by principals in Esan West Local Government Area Of Edo State. 

1.2 Statement of the problem

Conflict management in schools has been studied globally to improve learning and group outcomes, such as organizational effectiveness or performance (Bodtker & Jameson, 2001). According to Bloom (2015) many intellectual leaders of the late seventeenth century, notably in Europe and North America, addressed how to handle conflicts through reconciliation and the use of awards. Jane Adams, for example, in the United States, led several non-Marxist and reformist attempts to achieve justice and prevent war-making. Soliku and Schraml (2018) suggest that conflict management strategies must take into account the differences in the setting within which conflicts emerge at distinct institutions to guide the specific conflict management strategies to be used.

In Africa, conflicts in schools have been reported to cause chaos and disharmony, and to adversely impede the development of schools. In order to achieve successful organizational performance, Omene (2021) looked at conflict management strategies. The results showed that employing effective conflict management strategies will lead to higher levels of productivity and better decision outcomes. Effective management strategies for resolving conflicts will increase effective communication, time management, teamwork, and organizational production. Additionally, it encourages and promotes interpersonal relationships among staff, which boosts their morale, reduces production disruptions, and improves service quality. In an increasingly complex region challenged by conflicts and instability, school principals are charged with the responsibility of implementing appropriate conflict management strategies to create а favorable working environment for teachers.

However, despite the regulations and efforts made by principals to resolve conflicts in schools, such as conducting seminars and workshops around the country on the need to use human relationships to minimize conflicts, conflicts in secondary schools have continued to rise (MoE, 2018). Hostilities among teachers in several schools and other school related factors have resulted in the disruption of academic programs. Failure to resolve these conflicts greatly affect school performance and results in poor working relationship amongst teachers which ruins educational institutions in the county and education itself. Such cases have necessitated an urgent need to find the most effective conflict management strategies adopted by principals in order to improve the performance in secondary schools, hence the need for this study.

1.3 Objectives of the study

The primary objective of this study is to examine school related factors and conflict management strategies adopted by principals in Esan West Local Government Area of Edo State. Specific objectives of this study are to:

1. Identify levels of conflict that arises in schools in Esan West Local Government Area of Edo State.

2. Find out the common school related factors that causes conflicts in schools in Esan West Local Government Area of Edo State.

3. Find out the common management strategies adopted by principals in Esan West Local Government Area of Edo State in resolving conflicts in their schools.

1.4 Research questions

1. What are the levels of conflict that arises in schools in Esan West Local Government Area of Edo State?

2. What are the common school related factors that causes conflicts in schools in Esan West Local Government Area of Edo State?

3. What are the common management strategies adopted by principals in Esan West Local Government Area of Edo State in resolving conflicts in their schools?

1.5 Significance of the study

The findings of this study will inform stakeholders in the education sectoe on the appropriate conflict management strategies to assist school principals in resolving conflicts in schools. The current study's findings will assist policy makers in developing appropriate policies to help resolve conflicts in schools. As a result, students' performance will improve as teachers will be able to teach without interruptions. The study findings will assist school principals with proper conflict management strategies and procedures for managing teachers' conflicts, ensuring that teachers perform effectively at work. As teachers perform well due to the findings of the current study, the parents are expected to consequently benefit by having their students perform better in school. Furthermore, this study will add to the body of existing literature concerning principals' conflict management strategies.

1.6 Scope of the study

Broadly, this study focuses on school related factors and conflict management strategies adopted by principals in Esan West Local Government Area of Edo State. Specifically, this study will identify levels of conflict that arises in schools in Esan West Local Government Area of Edo State, find out the common school related factors that causes conflicts in schools in Esan West Local Government Area of Edo State, and find out the common management strategies adopted by principals in Esan West Local Government Area of Edo State in resolving conflicts in their schools.

Selected principals in Esan West Local Government Area of Edo State will serve as the enrolled participants for the survey of this study.

1.7 Limitations of the study

This research project, like all human endeavors, had some challenges that threatened to derail the study's completion. One of the reasons is that the time allotted for this work was so limited that the researcher did not have enough time to complete the task thoroughly. During data collection, the researcher also had to put forth extra effort to understand the respondents' interview schedules, several of whom fell into the incomprehensible age group. Also, there were financial and transportation constraints to deal with. Insufficient funds tend to impede the efficiency of the researcher in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, interview).

1.8 Definition of terms

School: A school is an institution designed for the teaching of students under the direction of teachers.

Conflict: Refers to a disagreement between the principal and teachers or among teachers due to differing interests, thoughts, views and principles.

Conflict management; Conflict management is the process of limiting the negative aspects of conflict while increasing the positive aspects of conflict. The aim of conflict management is to enhance learning and group outcomes, including effectiveness or performance in an organizational setting.

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