Conflict Management Strategies of Principals as Perceived by Teachers in Imo State Secondary Schools
Chapter One
Purpose of the Study
This study aims 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 are to:-
- Identify levels of conflict that arise in secondary schools in Imo State.
- Find out the common management strategies which principals of secondary schools apply in resolving conflicts in their schools
- Determine the influence of school location on the principal’s leadership style in managing conflict.
- Find out how gender can affect principals’ management strategy.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter embodies the review of related literature. The review is organized under the following sub-headings:-
Conceptual Framework
The school is an institution that exists in the human society. As an educational institution. It is interactive, it operates in a hierarchical form which is made up of superior and other-level workers who are expected to perform certain roles to achieve stated goals. Individuals who are involved in piloting the affairs of this organization to attain the set goals have certain personalities and need a disposition to protect themselves in the course of performing their duties.
In a school system, the principal is the head of the institution and as the most superior officer, he or she is charged with the responsibilities as pointed out by Chukwu (2006) “making sure that instructions from the school board, ministry of education and within are carried out, overseeing the circuit development, school plant and business management, taking care of staff and students personal services, serve as a liaison officer between the school and the community” the school as an institution and a system require the interaction of other members of it, to help the principal to perform the above functions. Based on the foregoing fact every staff of the institution occupies an important position and as such has role(s) expectations, that is to say, he or she should perform some functions and need the disposition to maintain, to move the institution forward. In trying to achieve the stated goals through interaction between the school and individuals, conflict arose.
Getzel and Guba (1951) stated that in achieving organizational goals, is highly dependent on the interaction between the organizations role expectation on the individual’s personality and need disposition. Consequently, however, conflict arises between the individual need disposition and the institution’s expectations. Getzel and Guba used the nomothetic and idiographic dimensions to explain the organizational personality and need disposition. The target of the theory is to make the principal who is the overall manager of the institution, aware of how integrating school management is to ensure the accomplishment of organizational goals. The principal should take into consideration that the staff should be carried along in all ramifications in other to reduce conflict and achieve the set goals of the school.
Mayo (1880-1949) Parker (1868-1993) & Fayol (1916) pointed out differently that educational managers should be democratic in their approach to issues and problems and should at all times endeavour to carry their staff and students in the decision-making process of the school to reduce conflict. Oboegbuegbulem & Onwurah (2011) stated that great administrators know this and so apply conflict management strategies to control and prevent conflict from becoming destructive. It should be pointed out that the effectiveness of individual staff and even the organization depends on how they manage conflict at work.
However, for the achievement of educational goals, well-trained school managers are needed who should instil the spirit of teamwork in their subordinates by motivating and inspiring them to work towards common goals. They need to plan, involve all that is important in the decision-making process, assign duties/functions based on professional and academic attainment, and coordinate through effective communication channels, to ensure the attainment of educational goals.
CHAPTER THREE
METHOD
In this chapter, the researcher presents the outline for the conduct of the investigation in research design, the area of the study, the population, the sample and the sampling technique. Others include instrument for data collection, validation of the instrument, reliability of the instrument method of data collection and method for data analysis.
Research Design
The descriptive survey research designed is to seek information to Identify conflict management strategies used by principals of secondary schools in handling conflict in Imo State Public secondary schools as perceived by the teachers in the system.
Area of the Study
This very study was carried out in some specific secondary schools in Imo State. In the state, the Eastern heartland is bounded in the south by Rivers and Delta States. Abia and Anambra States in the Southeast, Imo State is made of three political zones with educational zones two from each political zone.
Six (6) educational zones include Owerri zone 1, Owerri zone 11, Okigwe zone 1 and Okigwe zone 11. Orlu zone 1, Orlu zone 11. The zones are housing a total of 260 secondary schools.
Population of the Study
The target population of this research comprises all the tutorial staff of 126 secondary schools (government-owned secondary schools of the selected three zones out of six educational zones (secondary) in Imo State, the eastern heartland.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
The data collected from the respondents were presented in this chapter. The data analysis was centred on the research question and hypothesis of the study.
CHAPTER FIVE
DISCUSSIONS, CONCLUSION AND RECOMMENDATIONS
This chapter houses the discussion, conclusion, implications, of the study, recommendations, limitations, suggestions for further studies and summary.
Discussion of Findings
The result of the research work were discussed in line with the following:
- Levels of conflict that exist in secondary schools.
- Common conflict management strategies adopted by principals of secondary schools.
- Management strategies found among secondary schools principals in urban and rural areas.
- Conflict management strategies of male and female principals of secondary schools.
Levels of Conflict that Exist in Secondary Schools
The study shown that there are various levels of conflict that are in existence in secondary schools in Imo State. These conflicts include the following:-
Intra-personal, interpersonal, intra-unit departmental, inter unit/departmental, community related and inter organizational. Owen-Ibie (2000), Oboegbulem and Onwura (2011) identified different levels of conflict in school organization. Intra personal and community related conflicts. Chukwu (2006) classified conflict into two broad areas: intra-personal and interpersonal. Owen-Ibie, (2000) Oboegbulem etal (2011) pointed out that interpersonal and intra-personal conflict are more prevalent in schools.
The findings on the levels of conflicts showed that intra-personal, interpersonal and interdepartmental conflicts are common in both urban and rural secondary schools in Imo State.
Common Conflict Management Strategies Adopted by Principals of Secondary Schools
The findings on the shared (common) conflict management strategies adopted by schools principals indicated that principals of schools whether male or female in urban and rural areas make use of all the management strategies. However the use of disciplinary committee, prompt handling of conflicting issues and established norms are more predominant in conflict management in schools. Others include:- problem solving and communication. The result is supported by Kena Spaho (2013) and Chukwu (2006) effective communication is required for maintaining human relations and that communication breakdown hinders co-ordination and loyalty in an organization. In furtherance to support the above Onuselogu (2012) said that dialogue is a Frank exchange of ideas and views on specific issues in an effort to attain mutual understanding. The researcher is of the view that varied strategies should be utilized in the management of conflicts in schools.
Management Strategies Found Among Secondary Schools Principals in Urban and Rural Areas
The management strategies adopted by the principals of secondary schools in urban areas differs from those of the rural areas. Thus the mean scores of 2.64 for the urban schools and 2.32 for the rural schools. The urban secondary school principals makes use of discussion and dialogue, formal conflict dispute system, communication, are frequent in handling conflict, more than those of the rural areas.
The researcher observed that the reason for the above could be due to the fact that urban schools are more legalistic in their handling issues in their organizations, for the fact that they are under the watchful eyes of the public who are more exposed than those in the rural areas. Thus in the bid to maintain a high level of percentage of managerial ability, they often tend to make use of dialogue, conflict dispute system and communication strategies. There are significant differences in strategies between the urban and the rural schools. Supporting the above, Chukwu (2006), this may be due to the fact that pressure of management is greater in the urban schools, where the people are better exposed and are aware of their individual rights.
Conflict Management Strategies of Male and Female Principals of Secondary Schools.
Gender had no influence in the conflict management strategies adopted by principals of secondary schools, the mean scores stood at 2.43 and 2.51 respectively.
However, when the responses were analyzed for both male and female principals on each of the strategies, there were no significant difference in their conflict management strategies adopted whether in the urban or rural secondary schools.
The use of communications, disciplinary committee, problem solving/dialogue ranked highest in both male and female principals. The observed similarities in the management strategies is that there is no sex demarcation. Ughamadu (2004) stated that schools are run as a formal system with rules and regulations, which are devoid of feelings and emotions. Consequently, issues tend to be perceived without sex bias.
Conclusion
The researcher, based on the data analysis and the discussion that followed, made some conclusions. Various levels of conflict exist in secondary schools. The most prevalent are the intra-personal, interpersonal and intra unit/departmental conflict.
The most common conflict management strategies in secondary schools are the use of disciplinary committee, problem solving/dialogue and communication. The influence of location affects principals management strategies. Those in the urban areas adopt different management strategies from those in the rural areas. Hence the prevalent situations in these areas are accountable to this difference.
Gender had little or no influence in the choice of conflict management strategies. There is no sex demarcation in conflict management. Hence schools are formal organizations that have rules and regulations which govern them.
Finally, there are conflict management strategies that are used by principals to a very little extent such as the use of third party, community leaders and making all the members of staff as decision making body.
Implications of the Study
The findings of the study revealed that organizational conflict is inevitable, it is natural and part of organizational life. This situation arising from difference in personality and role performance. The implication therefore is that in educational institution such as secondary school, the principals of schools should define clearly goals and objectives of the institution and as well take into account the persons whom the roles are to be assigned to. Personality and individual differences must be considered during allocation of duties, on the other hand the school managers should be ready to accept conflict when they arise and use appropriate management strategies in handling conflict when they arise.
Again the findings shows that problem solving/dialogue, communication and the use of disciplinary committee are frequently in use. The implications of this finds is that these strategies are good in managing conflict. Principals of secondary schools should bring together the disputants by himself or by disciplinary committee face to face to express their views and grievances on the issue at hand. Here communication gap is completely eliminated, on the other hand the use of third party, community leadership in handling conflict are rarely adopted by both male and female principals. This is because of its adverse effect on the school at the long run.
Another finding established from the research is that there is a significant difference between the conflict management strategies of principals in urban and rural areas. Schools location is a major factor influencing principals choice of management strategies irrespective of sex. Those in the urban areas frequently make use of dialogue, dispute system and communication strategies this as a result of level awareness of the people living in this area. The principals in the rural areas preferably make use of dialogue, undemocratic style, channel of communication and prayer/oath taking.
Finally, either way, the school managers should address the factors causing conflicts in their schools and apply appropriate conflict management strategies in resolving them.
Recommendations
It should be pointed out that no particular conflict management strategy is suitable in handling all conflicts, strategy adopted depends on the nature of issue as well as people involved in it. Ughamadu (2006) pointed out that conflicts can be handled by looking at peculiarities of a particular people, because what is applicable to a group may no be applicable elsewhere. However, in order 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.
In allocation of duties, position and roles to workers, the school manager should clearly state the goals of the school, roles of each position assigned to a particular person. This should be written out in papers. This will reduces role ambiguity, conflicts and clash of duties.
Selection of principals of secondary schools should be done with well stated criterion. Those to be selected must undergo a written test and interview in school management, potential principals with diplomas and degree in conflict management should be considered first. Hence conflict is inherent in educational institutions.
Since conflicts has its functional and dysfunctional effects in an organization which the school belong to, principals which the school belong to should not suppress it, rather appropriate conflict management strategies should be utilized so as to ensure that it does not disrupt the school system and mar the realization of educational aims and objectives.
School principals could organize interdepartmental meetings, welfare association, inter house sports competition which will bring the entire school together as one family. This strategy will increase relationship among staff and reduce interpersonal and inter group conflict.
The non satisfaction of workers needs leads to conflict, the government and the school authorities should ensure prompt payment of teachers salaries and allowances, organize seminars and workshop for all the teachers from time to so as to equip them with current trend in teaching and learning. The also should provide necessary human and material resources which are in short supply in secondary schools.
Limitations of the Findings
The study was limited by the following:
The number of schools, and teachers sampled for the study is not large enough when compared with the total number of the population.
The principals and teachers years of experience and their age were not easy to come by hence the respondents may not feel free to disclose these personal particulars. This could therefore affect the generalization of this study.
Orlu zone II and Okigwe I where the schools used for the study are located, are in the interior and as such the study could not be extended to those schools due to some constraints beyond the researchers control.
The researcher used questionnaire instrument for data collection. One of the problems associated with questionnaire is getting the respondents to answer the items accurately and honestly without bias.
Based on the foregoing, information collected through this instrument may not completely be trust worthy. This therefore is a constraint to this type of study.
In spite of the above constraints, the study remained valid in as much as it has achieved the purpose for which it is meant for.
Suggestions for Further Studies
On completion of this work. The researcher suggested that it is necessary for research work to be carried out in the following areas:
- Research could be carried out on the conflict management strategies of principals with large and small population.
- Conflict management strategies of principals in private secondary schools.
- A comparison of management strategies of principals in a different political environments.
- Similar research could be carried out using larger samples.
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