Principals’ Conflict Resolution Strategies and Teachers’ Job Effectiveness in Public Secondary Schools in Akwa Ibom State, Nigeria
The thrust of this study was to investigate the relationship between Principals’ conflict resolution strategies and teachers’ job effectiveness in public secondary schools. The area of the study was Akwa Ibom State. The specific purpose of this research was to find out if principals’ conflict resolution strategies namely cause identification and integration strategies relate to teachers’ job effectiveness in terms of classroom teaching, maintenance of classroom discipline and supervision of students’ academic activities. Two research questions were raised and were duly converted into two research hypotheses to guide the study. Correlational research design was adopted for the study. The sample size of the study consisted of one thousand and fifty(1,050) public secondary school teachers and two thousand, one hundred(2,100) Senior Secondary two students randomly sampled from the population of six thousand, two hundred and ninety three (6293) teachers and twenty thousand, five hundred and ten (20,510) students respectively. Data collected from the study’s instruments called Principals’ Conflict Resolution Strategies Questionnaire (PCRSQ) and Teachers’ Job Effectiveness Questionnaire (TJEQ) were analysed using Pearson Product Moment Correlation Analysis. Results of the findings revealed that cause identification and integration strategies had significant relationship with teachers’ job effectiveness in terms of classroom teaching, maintenance of classroom discipline and supervision of students’ academic activities. In the light of these findings, it was recommended that the government should ensure that school principals are retrained regularly and constantly through school-based workshops, conferences, and seminars on effective conflict resolution strategies in-order to enhance teachers’ job effectiveness.
This work is licensed under Creative Commons Attribution 3.0 License.
Journal of Educational and Social Research ISSN 2239-978X(Print) ISSN 2240-0524(Online)
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