i
ONYEKE THADDEUS CHIDI
CONFLICT MANAGEMENT STRATEGIES OF
PRIMARY SCHOOL HEADS IN NSUKKA
EDUCATION ZONE
OF ENUGU STATE
Education
EDUCATIONAL FOUNDATIONS
Okeke,chioma m
Digitally Signed by: university of Nigeria
nsukka
DN : CN = okeke,chioma maryrose
O= University of Nigeria, Nsukka
OU = Innovation Centre
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TITLE PAGE
CONFLICT MANAGEMENT STRATEGIES OF PRIMARY
SCHOOL HEADS IN NSUKKA EDUCATION ZONE
OF ENUGU STATE
A RESEARCH PROJECT PRESENTED TO THE
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA, NSUKKA
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
AWARD OF DEGREE OF MASTERS OF EDUCATION (M.ED) IN
EDUCATIONAL ADMINISTRATION AND PLANNING
BY
ONYEKE THADDEUS CHIDI
PG/M.ED/09/51048
SUPERVISOR: DR. UCHE ASOGWA
AUGUST 2012
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APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION,
UNIVERSITY OF NIGERIA, NSUKKA
BY
DR. UCHE ASOGWA ASS. PROF. J.C. OMEJE
(SUPERVISOR) (INTERNAL EXAMINER)
PROF. G.C. UNACHUKWU DR. D.U. NGWOKE
(EXTERNAL EXAMINER) (HEAD OF DEPARTMENT)
PROF. ICS IFELUNNI
DEAN OF FACULTY
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CERTIFICATION
ONYEKE, THADDEUS CHIDI, a postgraduate student in the
department of Educational Foundations with registration number
PG/M.ED/09/51048 has satisfactorily completed the requirements for
course work and research work for a master‟s degree in Educational
Administration and Planning in the department of Educational
Foundations, University of Nigeria, Nsukka. The work embodied in this
Thesis is original and has not been submitted in part or in full for any
Diploma or Degree of this or any other university.
Onyeke Thaddeus Chidi Dr. Uche Asogwa
(Student) (Supervisor)
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DEDICATION
This work is most profoundly dedicated firstly to God Almighty for
His love, protection and guidance and secondly my family, parents,
brothers, sisters, well wishers and loved ones who always stood behind me
during the academic programme.
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ACKNOWLEDGEMENTS
The researcher wishes to thank God Almighty, the source of
wisdom and knowledge, for the health, intellect, opportunity and focus
for more education. Knowledge liberates man from the shackles of
ignorance, illiteracy, illiberality and obscurantism thence his freedom
and awareness. Every work owes some debt to people who have
contributed significantly to its success.
The researcher is grateful to his supervisor, Dr. Uche Asogwa for
his dedication, zeal, enthusiasm and passion he demonstrated in
reading the researcher‟s work. Thank you for the painstaking
academic partnership. Thanks are due to the researcher‟s
accomplished lecturers: Prof. N.O. Ogbonnaya, Prof. Rev. Fr. A.
Akubue, Prof (Mrs.) C.U. Onwurah, Dr.(Mrs.) G.T.U. Chiaha, Dr.
S.C. Ugwoke and Dr. L.K. Ejionueme for their erudition in lecture
delivery, quality attention with good tradition, character moulding and
contribution to the quality assurance of the work.
The researcher acknowledges the efforts of his family. Mrs.
Augustina Ifesinachi Onyeke is an exceptional wife. I thank her for
her outstanding industry, caring and support that I have relatively no
reason for not achieving much more than I am said to have achieved.
My dear parents whose tutelage and mentorship were the kick-start of
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my education deserve commendation. My mother-in-law and my
foster children ( Chinedu, Chukwudi and Nkolika) are commended for
their own roles.
The researcher thanks in a special way a celebrity of our time,
Chief C.U. Attama (Onwa Nsukka n‟Abuja). Onwa (Ezechinyelugo),
who has attained true great lofty heights, is the raison d’etre of my
tertiary education. Other people that deserve the researcher‟s
commendation are: Mr. & Mrs. Venitus Ugwu, Mr. & Mrs. Donatus
Nsoke, Mr. & Mrs. S.I. Odo, Pharm. Gerald Ugodi, Mr. Sunday Duhu,
Mr. and Mrs .Peter Nnadi, Mr. and Mrs Alex Uneze, Ms. Lawrencia
Aluka, Mr. & Mrs. Simon Ezike, and Dr. & Mrs. Okey Ovaga for their
courage and pecuniary support during research field work.
The researcher also extends his appreciation to the authors, writers
and contributors whose materials were used for essential information
and facts. The typist, Evan Obiabuchi who did the typesetting and
brought the work to this form with equanimity deserves
commendation. The research assistants deserve commendation for the
resounding model of commitment.
The researcher‟s classmates namely Ernest, Philip, Duru, Sandra,
Agu, Ezeagu, Okpe ,Momoh, Nweze, Ezea, Unoaku, Udoka, Lady
Ann and others are also commended for the wonderful cooperation
and spirit of brotherhood which formed the most part of our relish
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throughout our stay. The cordiality and intimacy which were thrilling
must be emphasized. Finally, the researcher thanks in a special way all
the school heads and teachers of pubic primary schools in Nsukka
Education zone whose individual responses formed the data for this
research work.
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ABSTRACT
This study was designed to identify the conflict management strategies
used by school heads to manage conflicts in primary schools in Nsukka
education zone of Enugu state. It was necessitated by excruciating
challenges posed by conflicts in primary educational system in the zone.
The conflict management strategies identified and discussed are
Integrating strategy, Obliging strategy, Dominating strategy, Avoiding
strategy and Compromising strategy. Six research questions and three null
hypotheses were formulated to guide the study. The research design
adopted was a descriptive survey. Using proportionate stratified random
sampling, one hundred and twenty one (121) school heads and six hundred
and fifty seven (657) teachers were drawn as sample for the study.
Questionnaire was used to elicit responses from the sample. The reliability
of the instrument was determined at 0.94 using Cronbach Alpha (α). Mean
(x) was used to answer the research questions while t-test statistics were
used to test the null hypotheses at 0.05 level of significance. The results of
data analysis showed that conflicts between school heads and teachers,
between teachers and pupils, school heads and pupils, conflicts amongst
teachers, conflicts amongst pupils and school-community conflicts can be
effectively managed by the use of three conflict management strategies
namely Integrating strategy, Obliging strategy and Compromising strategy.
The respondents (schools heads and teachers) however did not accept
Dominating strategy and Avoiding strategy for conflict management in the
schools. Based on the above findings, it is therefore recommended that
school heads should endeavour to allocate school resources and functions
without proprietory consideration and prejudice as these are major causes
of conflicts in the school, and that school heads should utilize the three
popular conflict management strategies (integrating, obliging and
compromising) for effective conflict management in the school.
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LIST OF TABLES
Tables:
1. Mean Scores and Standard Deviation of School Heads
and Teachers on the Management of Conflict between
School Heads and Teachers - - - - - 76
2. t-test Analysis of Difference between the Mean Ratings of School
Heads and Teachers with Regard to Management of Conflicts
between School Heads and Teachers. - - - - 76
3. Mean Scores and Standard Deviation of School Heads and
Teachers on the Management of Teachers and Pupils Conflicts- 80
4. t-test Analysis of Difference between the Mean Ratings of School
Heads and Teachers with Regard to Management of Conflicts
between Teachers and Pupils - - - - - 82
5. Mean Scores and Standard Deviation of School Heads and
Teachers on the Management of Conflicts between School
Heads and Pupils - - - - - - - - 83
6. Mean Scores and Standard Deviation of School Heads and
Teachers on the Management of Conflicts amongst Teachers - 85
7. Mean Scores and Standard Deviation of School Heads and
Teachers on the Management of Pupils Related Conflicts- 87
8. Mean Scores and Standard Deviation of School Heads and
Teachers on the Management of Conflicts between School
and Host Community - - - - - - 89
9. t-test Analysis of Difference between the Mean Ratings of School
Heads and Teachers with Regard to Management of School-
Community Conflicts - - - - - - 91
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TABLE OF CONTENTS
Title Page - - - - - - - - - i
Approval Page - - - - - - - - ii
Certification - - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgements - - - - - - - v
Abstract - - - - - - - - - viii
List of Tables - - - - - - - - ix
Table of Contents - - - - - - - - x
CHAPTER ONE: INTRODUCTION
Background of the Study - - - - - - - 1
Statement of the Problem - - - - - - - 8
Purpose of the Study - - - - - - - 9
Significance of the Study - - - - - - - 10
Scope of the Study - - - - - - - - 12
Research Questions - - - - - - - 12
Hypotheses - - - - - - - - - 13
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework - - - - - - - 14
Concept of Conflict - - - - - - - 14
Concept of Management - - - - - - - 19
Concept of Conflict Management Strategies - - - - 25
Theoretical Framework - - - - - - - 60
Theories of Conflict - - - - - - - 60
Khun and Poole‟s model - - - - - - - 60
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Dechurch and Marks‟s Meta-Taxonomy Model - - - 62
Review of Empirical Studies - - - - - - 63
Summary of Literature Review - - - - - - 69
CHAPTER THREE: RESEARCH METHOD
Design of the Study - - - - - - - 71
Area of the Study - - - - - - - - 71
Population of the Study - - - - - - - 72
Sample and Sampling Techniques - - - - - 72
Instrument for Data Collection - - - - - - 73
Validation of the Instrument - - - - - - 73
Reliability of the Instrument - - - - - - 74
Method of Data Collection - - - - - - 74
Method of Data Analysis - - - - - - - 75
CHAPTER FOUR: RESULTS
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION,
IMPLICATIONS AND RECOMMENDATIONS
Discussion of Findings - - - - - - - 93
Conclusion - - - - - - - - - 99
Implications of the Findings - - - - - - 100
Recommendations - - - - - - - - 101
Suggestions for Further Research - - - - - 102
Limitations of the Study - - - - - - - 102
Summary of the Study - - - - - - - 103
References - - - - - - - - - 105
Appendix A: Questionnaire - - - - - - 110
Appendix B: Population of School Heads and Teachers in Nsukka
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Education Zone - - - - - 115
Appendix C: Sample Size of School Heads and Teachers in Nsukka
Education Zone - - - - - - 116
Appendix D: Reliability (Trial Testing) Result - - - 117
Appendix E: Result of Data Analysis
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CONFLICT MANAGEMENT STRATEGIES OF
PRIMARY SCHOOL HEADS IN NSUKKA EDUCATION
ZONE OF ENUGU STATE
BY
ONYEKE THADDEUS CHIDI
PG/M.ED/09/51048
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(EDUCATIONAL ADMINISTRATION AND PLANNING)
UNIVERSITY OF NIGERIA, NSUKKA
SUPERVISOR: DR. UCHE ASOGWA
AUGUST, 2012
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CHAPTER ONE
INTRODUCTION
Background of the Study
Conflict, an age long social phenomenon, is as old as mankind.
Experiences world over have shown that there is no human society without
conflict because citizens continually struggle over values, claims to status,
power and scarce resources. In this regard, conflict can take many forms
including physical confrontation, disagreement and direct competition and
sometime wanton destruction of life and property. In extreme cases,
conflict leads to devastation of life and property. Obi (2004) sees conflict
as human and social problems which involves mutual hostility, differences,
disagreement, opposition resulting to man‟s inhumanity to man, use of
violence, turning point or crisis which can escalate to the level of
psychological warfare or physical or naked war. Conflict which is a
product of interaction between or among people usually has ulterior
motives. The conflicting parties or individuals have peculiar interest they
represent, pursue, protect or project. In other words, conflicts occur as a
result of social, religious, cultural, political, professional or occupational
considerations or dissimilarities in opinions, interests, social and
intellectual discrimination. Conflict as it affects primary school system
means misunderstanding or disagreement between or among pupils and
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pupils, teachers and teachers, pupils and teachers, pupils and school head,
teachers and school head and school and host community. Conflicts could
be triggered by examination malpractices, injustice in disciplinary issues,
appropriation of school resources amongst staff and general insensitivity.
All these conflict issues require strategies for their management.
The word „strategy‟ is derived from the Greek word „strategi‟ which
means „command of a general or the act of a commander-in-chief‟.
According to Oboegbulem (2010), the term „strategy‟ was first used in the
military to describe the grand plan for winning a war, but in recent times
the term has been generally applied to business firms and other
organisations including educational institutions. There is demand therefore
for effective management to attain such success.
Management is the guidance or direction of people towards the
actualization of organisational goals and objectives. Mgbodile (2004)
defines management as the co-ordination of all the resources of an
organisation through the process of planning, organising, directing and
controlling in order to attain organisational objectives. Peretomode (1996)
sees management as the social or interactional process involving a
sequence of co-ordinated events-planning, organising, co-ordinating and
controlling or leading in order to use available resources to achieve a
desired outcome in the fastest and most efficient way. Also Koontz,
O‟Donnel and Wechrich (1980) present management as a set of activities
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which is primarily concerned with planning, organising, staffing,
controlling and co-ordinating. It can be inferred from the above definition
that management is a social process which have goals to achieve and these
goals are actualized through planning, organizing, staffing, directing,
controlling and coordinating of the efforts and activities of people in an
organisation. In general, management is the mobilisation and exploitation
of human and material resources of an organisation to achieve the
organisational goals. It is executed through planning, organising, staffing,
controlling and co-ordinating. The teacher is a potential classroom or
school manager.
Chiaha (2005) defines a teacher as a person with registrable
professional qualification that enables him to be appointed to teach in any
recognized educational institution and should be physically fit, have sound
mind and be mentally alert. A head teacher or school head is a teacher who
by virtue of his/her academic attainment, cadre or whatever is appointed by
the State Universal Basic Education Board through the Local Government
Education Authority to spearhead the management of a primary institution.
In general, school as an educational organisation which is always in
continuous interaction with staff (tutorial and non tutorial staff), pupils etc
faces conflict challenges that require particular plans to avert these
challenges so that the stated educational objectives can be attainable.
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In primary schools, conflicts commonly occur when teachers are
scrambling or struggling for a fair share of farm products from the school
farm, pupils‟ handicrafts, equal share of edibles during end of term/year
parties or ceremonies organised by colleagues. Conflicts are also recorded
when arguments ensue over administrative lapses and inconsistencies in
encouraging teachers‟ sense of achievement. Experiences show that when
a teacher records some exclusive performance in the course of discharging
his/her duties, the head teacher sometimes fails to recognize or appreciate
such outstanding achievement by way of awarding prices or giving
incentives. This behaviour usually arouses anxiety in the teacher therefore
bringing conflict precisely between the teacher and his/her boss. Conflicts
occur among pupils over who becomes the class leader or which house
appears victorious in founder‟s day competition or between pupils and
teachers over examination scores or bullying and general disobedience
amongst school children to teachers. Conflict could occur between schools
in a sports competition say a football match. Conflict could also occur
between schools and the host community over school land boundary or
failure of one in achieving its duties and responsibilities which have
reciprocal interdependence, and so on and so forth. All these conflicts need
to be amicably resolved or managed well in order to develop, achieve and
sustain the stated goals of the organisation. Hence, Marx in Enyi (2001)
posited that unrestrained conflicts as currently experienced in many
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organisations are becoming so dysfunctional that they tend to be
destroying the organisations themselves. Also Fadipe (2000) affirmed that
conflict within school organisation leads to disruptions and therefore
impedes the attainment of educational goals. Thus these challenges need
appropriate management.
Conflict management entails the process by which certain strategies
are introduced and utilized in an organisation to control conflict and its
distractions. These processes are handling disagreement in opinion,
seeking ways of avoiding or terminating violence between people,
controlling discord in opinion due to human interaction. Onwura (2010)
observed that conflict management requires skills which are emotionally
based and reflect self esteem and flexibility on the part of administrators.
Conflict management or resolution requires intelligent and dispassionate
troubleshooter totally endowed with natural wit and charisma that will
enable him/her cope with the demands of conflict management.
Conflict management strategies are skills that can be administered to
control conflict in a conflict situation. Ting-Toomey, Oetzel and Yee-Jung
(2001) define conflict management strategies as general tendencies or
mode of patterned responses to conflict in a variety of antagonistic
interactive situations. Putnam (1988) views conflict management strategies
as choice, intention or plan of action based on a person‟s goals and his or
her analysis of the situation. Rahim (1983) identified five major conflict
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management strategies. They are: Integrating, Obliging, Dominating,
Avoiding and Compromising.
Integrating: A person who uses Integrating to manage conflict has a high
concern for self and a high concern for others. This style focuses on
effectively dealing with conflict in a collaborative way. It is merely
involving openness, exploiting alternatives and exchanging differences to
resolve the conflict.
Obliging: The Obliging style of conflict management has a low concern
for self and high concern for others. This means one party essentially gives
in or succumbing to the other in order to resolve the conflict. It is
associated with attempting to ameliorate the differences and highlight the
common ground to satisfy the concern of the other party.
Dominating: This strategy has a high concern for self and a low concern
for others. It entails a person considering his/her interests and disregarding
the other party. He arrogantly assumes that there is no conflict situation,
yet there is. Here, one party goes all out to win his/her objectives and as a
result often ignores the needs of the other party.
Avoiding: This involves a low concern for self and a low concern for
others. This method does not allow for a well-resolved conflict because a
person who uses the avoiding method disregards the conflict by being
evasive (Gross & Guerrero, 2001). Avoiding strategy means a party failing
to satisfy his/her own concern as well as the concern of the other party.
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Compromising: This strategy has intermediate levels of concern for both
self and others. Compromising as a conflict management strategy
represents a middle ground; the individual is focused on his or her goals
and the goals of the other party. The parties involved sacrifice some areas
of their interest in order to allow peace reign.
The major causes of conflicts in the primary schools in Nsukka
Education zone are numerous and varied to include: Differences in status
of people; role allocation; inadequate physical facilities and equipment;
inadequate evaluation mechanism; differences in performance criteria and
reward system; role dissatisfaction; disagreement over goals; denial of
teachers/pupils voice in decision making; difference in personal traits,
background, values, and perceptions of people; poor communication skills;
style of management and incompetence; poor attitude to work; the use of
generational gap; anti-authority and prejudice.
These inadvertently ignite quarrels, misunderstanding and
consequently fighting in the schools. This means that some considerable
time and meager resources allocated to education for the period which
should have been utilized for the achievement of the objectives of the
organisation are now wasted to disputation. Song, Dyer and Thieme (2006)
opined that conflict is a frequent occurrence in the workplace and
consumes up to 20% of employees‟ time. In the light of these, the
researcher deemed it necessary to explore and investigate the appropriate
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conflict management strategies that are utilized by primary school heads
and teachers in the management of conflicts in primary schools in Nsukka
Education zone.
Statement of the Problem
There had been reported cases of misunderstanding and disharmony
amongst teachers in primary schools in Nsukka Education zone caused by
poor attitude to work; differences in personal traits, background, values
and perceptions of people, poor communication skills; style of
management and incompetence, denial of teachers/pupils participation
during decision; role dissatisfaction; disagreement over goals; differences
in performance and reward systems; role allocation; inadequate physical
facilities and equipment; inadequate evaluation mechanism and differences
in status of people. All these trigger conflicts which impeded academic
activities in primary schools in the area. The bizarre effects of conflict
range from breakdown of communication and social cooperation,
disruption of academic activities to instability, anarchy, chaos, rancour,
acrimony, aggression, suspicion and superstition, emotional accusation and
sometime litigation. Following these unacceptable situations, the present
study attempts to explore the conflict management strategies utilized by
school heads and teachers in conflict situations in primary schools in
Nsukka Education zone. Therefore, the problem of the study posed as a
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question is: What are the conflict management strategies used by school
heads and teachers in the management of conflicts in primary schools in
Nsukka Education zone?
Purpose of the Study
The main purpose of this study is to investigate the utilization of the
conflict management strategies by school heads for conflict management in
primary schools in Nsukka education zone.
Specifically, the study seeks to:
I. Identify conflict management strategies used by school heads to
manage conflicts between the school heads and teachers.
II. Identify conflict management strategies used by school heads to
manage conflicts between teachers and pupils.
III. Ascertain the conflict management strategies used by school heads to
manage conflicts between school heads and pupils.
IV. Identify the conflict management strategies employed by school heads
to manage conflicts amongst teachers.
V. Ascertain the conflict management strategies used by school heads to
manage pupil related conflicts.
VI. Identify the conflict management strategies utilized by school heads to
manage conflicts between school and host community.
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Significance of the Study
Dechurch and Marks (2001) established what they claimed was a
„meta-taxonomy‟ that encompasses all other models of conflict
management into two dimensions – Activeness and Agreeableness.
Activeness is the extent to which conflict behaviours make a responsive
and direct impression rather than inert and indirect one while
Agreeableness make a pleasant and relaxed impression rather than
unpleasant and strainful impact. In other words, they perceive conflict
behaviour as having both open and closed expressions and tendencies that
require passionate approach. Irrespective of the disorganising nature of
conflict in organisation, there is tendency for agreement afterward when
approached with the befitting management skills. This agreement
(understanding) when achieved generates peace, harmony and progress in
the organisation
This study will benefit the Ministry of Education and the
government, the community, the pupils, the teachers, the school head and
further researchers.
The findings of the study will benefit the ministry of Education and
the government in general in the sense that the areas that generate conflicts
in educational institutions will be unraveled and the appropriate
management strategies for averting these conflicts in the system outlined.
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This will pave way for conducive environment for effective teaching and
learning in the system and the consequent realization of educational
objectives.
The community will benefit from the findings of this study because
if the school runs smoothly, the set goals and aspirations will be achieved.
This situation will make it possible for the production of individuals who
are worthy in both character and learning and so be useful to the
community and fit in the society in general. The community will de-
emphasise conflicting with the school since they have been educated on the
negative effects of conflicts in the affairs of man.
Pupils will also benefit from the findings of the study as little or no
time slated for academic activities shall be wasted because of conflict.
Since no energy is decipated as a result of conflict, teachers will be
committed to their work for the primary benefits of the pupils.
The school heads will benefit from the findings of the study as the
causes of conflicts in primary schools shall be discussed. They shall avail
themselves the need for allocation of job and scarce resources of the school
without prejudice, this proper allocation is of course a conflict
management skill. This will keep the schools in sound footing for effective
teaching and learning.
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The findings of the study will be beneficial to the teachers since a
well managed conflict situation ameliorates teachers stress. This reduction
in teachers stress and strain enhances job performance and satisfaction.
The findings of the study will benefit students researchers as they
can lay hand on the work and source for the required information/material
for further researches.
Scope of the Study
The study is to be carried out at Nsukka Education zone, Enugu
state, Nigeria. Nsukka Education zone comprises three Local Government
Areas – Igbo Etiti, Nsukka and Uzo-Uwani.
The content scope covered conflict management strategies of school
heads in management of conflicts between school heads and teachers,
between teachers and pupils, between school heads and pupils,conflicts
amongst teachers, amongst pupils and between school head and host
community in primary schools in the zone.
Research Questions
The following research questions will guide the study:
1: What are the conflict management strategies used by school heads to
manage conflicts between school heads and teachers?
2: What are the conflict management strategies used by school heads to
manage conflicts existing between teachers and pupils?
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3: What are the conflict management strategies used by school heads to
manage conflicts between school heads and pupils?
4: What are the conflict management strategies employed by school
heads to manage conflicts existing amongst teachers?
5: What are the conflict management strategies used by school heads to
manage pupil related conflicts?
6: What are the conflict management strategies used by school heads to
manage conflicts between school and host community?
Hypotheses
The following null hypotheses have been formulated to guide the
study. Each will be tested at 0.05 level of significance.
HO1: There is no significant difference between the mean ratings of
school heads and teachers on the use of conflict management
strategies to manage conflicts between school heads and teachers.
HO2: There is no significant difference between the mean ratings of
school heads and teachers on the use of conflict management
strategies to manage conflicts existing between teachers and pupils.
HO3: The mean ratings of school heads and teachers on the use of conflict
management strategies to manage conflicts between school and the
host community will not differ significantly.
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CHAPTER TWO
REVIEW OF LITERATURE
The review of related literature is discussed under four sections
broken into five sub-sections.
Conceptual Framework
- Concept of conflict
- Concept of management
- Concept of conflict management strategies
Theoretical Framework
Theories of Conflict
- Khun and Pool‟s Model
- DeChuch and Marks Meta-Taxonomy Model
Review of Empirical Studies
Summary of Literature Review
Conceptual Framework
Concept of Conflict
This sub-section shall elucidate the contextual and functional
meanings of conflict and give the definitions and explanations of conflict
as were given by experts.
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The word „conflict‟ originated from the Latin word „conflictus‟
meaning „striking together‟. They are inevitable in all organisations
including educational institutions. Conflict is therefore a social problem
due to dissimilarities in human needs, needs disposition, backgrounds and
temperance. According to Onwura (2010), conflict is a product of
interaction between or among people. It can only occur among those who
interact, have interacted or will interact. It implies disagreement in opinion,
opposition of interests due to individual differences and characteristics.
Conflict arises where there is competition between or among individuals
either tangible or intangible. Akinwonmi (2005) defined conflict as a
disagreement or incompatibility between two or more parts which
sometimes are characterized by hostility and avoidance. Conflicts are
common occurrences in life. Fiske (1990) saw conflict as an
incompatibility of goals or values between two or more parties in a
relationship combined with attempts to control each other. The
incompatibility or difference may exist in reality or may only be perceived
by the parties involved.
Conflict, if not checked in its developmental stages, may graduate to
crisis, hatred, violence, escalating to fighting, emotional accusation and
litigation. These consequential actions will consume most of the time and
resources of the organisation thereby dwarfing the organisation‟s
productivity level. In that regard, Song et al (2006) opined that conflict is a
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frequent occurrence in the workplace. In fact in an organisational setting,
conflict consumes up to 20 percent of employees time. Friedman, Tidd,
Curral and Tsai (2000) observed that conflict occurs through the
communication of a variety of issues including differences of opinion,
procedural problems and disagreement over approaches to work oriented
tasks.
The handling of conflict requires awareness of its various
developmental stages. If administrators in the situation can identify the
conflict issues and how far it has developed, they can sometimes solve it
before it becomes much more serious. Algert (1996) therefore identified
four stages of conflict development as follow:
Where potential for conflict exists: This occurs where people recognize
that lack of resources, diversity of language or culture may possibly result
in conflict.
Latent conflict: This is when competitive situation could easily spill over
into conflict; that is in the workplace where there are obvious differences
among groups of people.
Open conflict: This is usually triggered by an incident and suddenly
becomes real conflict.
Aftermath conflict: The situation where a particular problem may have
been resolved but the potential for conflict still exists. In fact, the potential
may be even greater than before if one person or group perceives itself as
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being involved in a win or loose situation. According to Algert (1996),
organisation leaders and members should be alert to signs of conflict
between colleagues so that they can be proactive in reducing or resolving
the conflict by getting to the root of the issue. He identified typical signs of
conflict between individuals to include:
colleagues not speaking to each other or ignoring each other,
contradicting and bad-mouthing one another. In other words individuals
begin to use inflammatory and hate statements against each other,
confrontational remarks and defamation, and
deliberately undermining or not cooperating with each other to the
downfall of the team.
Similarly, signs of conflict between groups of people include:
cliques or factions meeting to discuss issues separately when they affect
the whole organization;
one group being left out in organising an event which should include
everybody;
groups using threatening slogans or symbols to show that their group is
right and the others are wrong.
Effective conflict management is perhaps the most basic
requirement for faster organisational development and growth. Brewer,
Mitchell and Weber (2002) added that conflict is a frequent occurrence in
the workplace and conflict management skills are necessary for individuals
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to function effectively at each and every level in an organisation. Gross
and Guerrero (2000) affirmed that in an organisational setting, when an
individual is able to manage conflict effectively, they are better apt to
communicate and lead, thus understanding that conflict in organisation is
essential. The prevalence of conflict has various negative implications for
organization especially educational institutions. Meyer (2004) opined that
conflicts have the potential to deteriorate organisational functioning by
inducing resignations, absenteeism, accident as well as debilitating
individual health and wellbeing.
Organisational conflict can be conceptualized as an interactive
process manifested in incompatibility, disagreement or dissonance within
or between social entities (i.e. individuals, groups, organisations etc).
Conflict can relate to incompatible preferences, goals and not just
activities. Conflicts have been viewed as impediments to organisational
function.
However, some scholars view conflict as a source of innovation,
creativity and development in organisation. Ruben (1978) suggested that
conflicts are vital for modern organisations; they are not only essential to
the growth, change and evolution of living systems, but are as well as
system‟s primary defence against stagnation, detachment, entropy and
eventual extinction. Similarly Aula (2000) argues that conflict is an
important force in bringing out the difference among agent‟s opinions,
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logics and worldviews which in turn leads to more creative and novel
outcomes.
The foregoing definitions and explanations of conflict suggest that
the general effects of conflict could be advantageous or disadvantageous to
organisations. Obviously conflict is a part of human consciousness in all
aspects of life. One cannot avoid conflict whether at home, on the road at
the workplace or in organisations. Conflict which has been viewed as
impediment to organisational functioning poses severe operational
challenges to educational institutions especially primary schools, and
needed to be carefully managed. This is to enable the system survive,
grow, develop and reflect to the contemporary educational realities in
Nigeria.
The Concept of Management
This sub-section shall give the various definitions and explanations
of management, elements of management and principles of management as
were given by experts.
Nwachukwu (1988) defines management as the co-ordination of all
the resources of an organisation through the process of planning,
organising, directing and controlling in order to attain organisational
objectives. Also, Akubue (1991) is of the view that management is a
method where a group of people at the highest level of organisation plan,
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organize, communicate, co-ordinate, control and direct the actions and
activities of people who work for the organisation toward the achievement
of the organizational objectives. Management involves the effective
organisation and utilization of the human and material resources in a given
system so that the aims and objectives of the system are achieved. It
involves the exploitation, exploration and mobilization of material factors
and human potentials for the attainment of organisational goals.
Nwachukwu (1988) defines management as „getting things done through
others‟. Explicitly, the management achieves the stated goals (i.e things
done) through the organisational activities of the employees (i.e through
others).
Peretomode (1991) in Mgbodile (2004) succinctly defined
management as the social or interactional process involving sequence of
coordinated events – planning, organising, co-ordinating and controlling or
leading in order to use available resources to achieve a desired outcome in
the fastest and most efficient way. Mgbodile (2004) opined that it is with
efficient management that an organisation or institution can plan, organize,
staff, control, direct and co-ordinate its activities to achieve pre-
determined goals.
From the foregoing, it can be deduced that management involves
human beings interacting in a given system, these interactions have
specifically defined goals to achieve (i.e purposeful interaction), these
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goals are achieved through the utilization of human and material resources
of the organisation, the interaction and use of resources shall be co-
ordinated in a manner that will bring about the achievement of the
organisational goals.
Educational management, according to Peretomode (1986) in
Oboegbulem (2010) is concerned with the planning and formulation of
educational policies or programmes with a view to achieving educational
goals. He stated that „educational management is the application of the
process of planning, organising, co-ordinating, controlling and evaluating
human and material resources‟.
Henry Fayol(1841-1925), one of the earliest writers on management
sees management as consisting of five basic processes or elements:-
Planning, organising, commanding, co-ordinating and controlling. Gurlick
and Urwick identified seven elements as the constituents of management.
These elements have been accepted as very vital in organisational
management. They are: Planning, Organising, Staffing, Directing, Co-
ordinating, Reporting and Budgeting.
Planning: This is at the initial stage of management. It involves working
out in broad and clear outlines the things that need to be done, where to do
it, who is to do it and how.
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Organising: This refers to the formal structure of authority through which
work sub-divisions are arranged, defined and co-ordinated for a stated
objectives.
Staffing: This is the process of officially advertising positions for
applications, conducting transparent interview and recruiting staff in the
organisation. It also involves providing conducive and comfortable milieu
for workers in the organisation.
Directing: It involves continuous task of making decisions, giving specific
and non-autocratic order and instruction yet serving as leader of the
establishment.
Co-ordinating: This is the ability to interrelate and harness various
functions ensuring efficient and effective job performance.
Reporting: This involves communication which is the process of sharing
and exchanging ideas, fillings, information and thoughts. Individuals in the
establishment need to be informed about what is going on through
effective communication, records, research and inspection.
Communication in organisation should be handled with utmost care and
caution because what is already said is irreversible. Onwurah (2010)
pointed out that what is said in communication cannot be unsaid. There
should be proper information dissemination about any sensitive issue in the
organisation.
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Budgeting: This involves fiscal planning, proper accounting and control;
everything that involves income, expenditure and revenue allocation.
Every organisation is based on certain general principles which are
necessary for the attainment of its goals. Henry Fayol in 1916 published
fourteen principles of management. They are:
Division of labour and work – This means breaking down into parts
and individuals are to work on only limited number of parts according
to specialization.
Parity of Authority and Responsibility: This is the relatedness of
authority and responsibility and every responsibility must be backed
with authority.
Discipline – Authority and employees should interact in peace and
harmony by observing obedience to rules and regulations.
Unity of Command – subordinates in the establishment should know
who is responsible to who or who takes order from who.
Unity of Direction – This rule states that each group of activities
having the same objective must have one head and one plan.
Subordination of individual interest to general interest – This
means that on no account should the interest of one individual or
group prevail over those of the organisation.
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Remuneration of Personnel According to Effort – Payment of
salaries and allowances should be fair and just. Sense of achievement
should be rewarded and motivated.
Centralisation of Authority – There should be good balance between
centralization and decentralization of authority and power in the
organisation.
Chain of Command – There should be super-ordinate and
subordinate relationship such that authority flows from the highest
rank to the lowest one.
Order in Organisation – This principle holds that things should be in
the right places. In other words, square pegs should not be put in
round holes.
Equity, Justice and Kindness – Loyalty, devotion and commitment
can only be elicited from subordinates if and only if they are loved,
shown kindness and there is exercise of justice in the organisation.
Stability of Job and Tenure – Casualisation of employees should be
discouraged to ensure stability and commitment of the employees.
Initiative – According to Fayol, initiative means thinking something
out and executing the plan. Think-outs by employees therefore should
be encouraged. Workers should be encouraged to exercise their
initiatives.
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Esprit de corps- This principle preaches teamwork, team spirit,
togetherness, and unity of command. It believes in the saying that unity
is strength.
Concept of Conflict Management Strategies
The main purpose of this sub-section is to outline and explain the
modern management strategies as identified by some modern social
scientists and educators.
According to Ting-Toomey et al (2001), conflict management
strategies are general tendencies or modes of patterned responses to
conflict in a variety of antagonistic interactive situations. Putman (1988)
views conflict management strategies as a choice, intention or plan of
action based on a person‟s goals and his or her analysis of the situation.
This definition by Putman was conceptualizing conflict management
strategies as the preferred choice of handling a conflict based on the parties
involved in the conflict. Conflict is often times managed differently
according to the parties involved and the context surrounding the conflict.
Conflict management strategies are not conflict resolution. Conflict
management strategies involve implementing skills to limit the negative
aspects of conflict and to increase the positive aspects of conflict at a level
equal to or higher than where the conflict is taking place. Furthermore, the
aim of conflict management is to enhance learning and group outcomes
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(i.e effectiveness or performance in organisational setting). However,
conflict management is not targeted at eliminating all conflicts or avoiding
them. Conflict can be valuable to groups and organisations when managed
properly. Conflict resolution, as the name would suggest, involves the
reduction, elimination or termination of all forms and types of conflict. In
practice, it involves negotiation, bargaining, mediation or arbitration.
Conflict management does not necessarily imply conflict resolution.
According to Rahim (2002) conflict management involves designing
effective macro-level strategies (framework) to minimize the dysfunctions
of conflict and enhancing the constructive functions of conflict in order to
enhance learning and effectiveness in an organisation.
Conflict management strategies are patterned responses introduced
to conflict situation to control the conflict. However, there are aspects of
conflict resolution in conflict management. Management of conflict
requires acquiring skills related to conflict resolution, self-awareness about
conflict modes, conflict communication skills, and establishing a structure
for management of conflict situation. Conflict management is the ability to
deal with everyday situations which include personal interaction involving
differences in opinion, interest etc. It is the process of removing tension
and quarrelsome situations for the purposes of agreement, harmony and
understanding. It is only when the organisational climate or environment is
serene, friendly, conducive and comfortable that workers become happy
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and give their best performance in the organisation. This means all the
employees participating effectively for the realization of the organizational
goals. Unfortunately, employees resort to quarrel, gossiping, fighting and
general apathy therefore abandoning the pursuit of the institutions goals
and objectives. These are generated by conflict. Coperation is more stable,
effective and vigorous in organisation when it is stripped of conflict.
Rahim (2002) identified five conflict management strategies. They
are: Integrating, Obliging, Dominating, Avoiding and Compromising.
Integrating: A person who uses integrating to manage conflict has a high
concern for self and a high concern for others. This style focuses on
effectively dealing with conflict in a collaborative way. Integrating
involves openness, exchanging information, looking for alternatives and
exchanging differences to solve the problem in a manner that is acceptable
to both parties. Integrating strategy is appropriate when issues are
complex; synthesis of ideas is needed to come up with better solutions;
commitment is needed from other parties for successful implementation;
time is available for problem solving; one party alone cannot solve the
problem; resources possessed by different parties are needed to solve their
common problems. Application of this strategy is inappropriate where task
or problem is simple; immediate decision is required; other parties are
unconcerned about outcome; other parties do not have problem solving
skills.
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Obliging: The Obliging style of conflict management has a low concern
for self and high concern for others. This means one party essentially gives
in or succumbing to the other in order to resolve the conflict. Obliging is
associated with attempting to minimize the differences and highlight the
commonalities to satisfy the concern of the other party. Obliging strategy
is appropriate when you believe that you may be wrong; issue is more
important to the other party; you are willing to give up something in
exchange for something from the other party in the future; you are
dealing/operating from a position of weakness; preserving relationship is
important. However, this strategy is not utilized when the issue is
important to you; you believe that you are right; the other party is wrong or
unethical.
Dominating: This strategy has a high concern for self and a low concern
for others. It entails a person considering his/her interests and disregarding
the other party. He arrogantly assumes that there is no conflict situation,
yet there is. Dominating involves one party goes all out to win his/her
objectives and as a result often ignores the needs and expectations of the
other party. Situations when dominating strategy is used include: when the
issue is trivial; speedy decision is needed; unpopular course of action is
implemented; necessary to overcome assertive subordinates; unfavourable
decision by the other party may be costly to you; subordinates lack
expertise to make technical decisions; issue is important to you; it is not
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applied when issue is complex; issue is not important to you; both parties
are equally powerful; decision does not have to be made quickly;
subordinates posses high degree of competence.
Avoiding: This involves a low concern for self and a low concern for
others. This method does not allow for a well-resolved conflict because a
person who uses the avoiding method disregards the conflict by being
evasive (Gross & Guerrero, 2001). When avoiding, a party fails to satisfy
his or her own concern as well as the concern of the other party.
Application of avoiding strategy is suitable when the issue is trivial;
potential dysfunctional effect of confronting the other party outweighs
benefits of resolution; cooling period is needed. However, it is not used
when the issue is important to you; it is your responsibility to make
decision; parties are unwilling to defer, issue must be resolved; prompt
attention is needed.
Compromising: This strategy has intermediate levels of concern for both
self and others. Compromising as a conflict management strategy
represents a middle ground; the individual is focused on his or her goals
and the goals of the other party. Compromising involves give-and-take
whereby both parties give up something to make a mutually acceptable
decision. Compromising strategy is appropriate when goals of parties are
mutually exclusive; parties are equally powerful; consensus cannot be
reached; integrating or dominating style is not successful; temporary
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solution to a complex problem is needed. Conflict situations when the
utilization of this strategy is inappropriate include: one party is more
powerful; problem is complex enough needing problem solving approach.
The Dual Concern model of the styles of handling interpersonal
conflict.
Source: Rahim (2002:208)
Also, in order to cope with the dynamic institutional circumstances, Aula
(1999) identified four strategies that orgnisation‟s conflict management
strategies should acknowledge. They are: Consolidating, Suppressing,
Shaking and Engaging which empty into strategies given by Aula.
Consolidating: This strategy is ideal when the conflict issues is
impersonal and simple in nature and can be resolved in an institutional
arena. Here, conflicting opinions are expected to surface only rarely, and
Integrating Obliging
Dominating Avoiding
Compromising
LO
W
H
IGH
CO
NC
ER
N F
OR
OT
HE
RS
HIGH LOW
CONCERN FOR SELF
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when they do, they are clear in focus, integrative in nature and predictable
in outcome. Thus, the system solves them routinely and mechanically.
Consolidating requires participants to surrender control of an issue readily
to a neutral authority and continue the working relationship as it was prior
to the encounter.
Consolidating is normally considered a desirable strategy because people
often experience change as uncomfortable, moreover, people have limited
skills and limited opportunity to manage conflict.
Suppressing: Suppressing represents the undesirable, yet common reality
of organisational conflict management. It emerges when a conflict issue is
complex and personal in nature. Here, organisation tries to adhere to the
prevailing conflict management structures and conventions that do not
allow for elaborate opinions or discussions. Communication is kept formal
by the organisation; however, conflict participants do not consider the
available channels to be sufficient to address their concerns. The conflict is
complex in nature, yet the conditions only support handling of clear-cut
issues and traditional problem solving. Here, conflict is likely to possess a
strong affective dimension which one prefers to stifle so that it does not
lead to dysfunctional or non-productive outcomes. Ignorance of certain
parts often the personal and salient parts of a conflict easily leads to
unexpected and unwanted actions such as recrimination, escalation and
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frustration. In suppressing, attention is drawn away from the real problem
to its superficial aspects and from the actual participants to outside experts.
Shaking: Shaking represents a proactive move in conflict management
whereby an organisation utilizes dissipative communication and informal
communication channels in dealing with a conflict. Shaking indicts the
handling of a somewhat straight forward and factual issue in a spontaneous
arena. Such a situation occurs when the organisation is destined to bury
itself wholeheartedly in problems. Shaking may also be used to promote a
commitment to handling conflicts in a thorough manner. At best, shaking
allows for and utilizes dissipative communication to manage conflicts
comprehensively and humanely and so encourage all opinions to surface.
However, shaking may become problematic if what is essentially a factual
issue is pointlessly complicated.
Engaging: Engaging represents a situation in which a conflict is aptly and
carefully explored. In other words, the conflict is engaged in a spontaneous
arena to match a complex and highly personal issue. Engaging can work to
an organisation‟s benefit if it awakens the introduction of fresh ideas and
viewpoints. On the other hand, engaging may not be a desirable strategy
because the real issues are likely to be clouded even further and thus,
relationships may become jeopardized. Sometimes, engaging occurs
because of communicative inabilities on one or both sides.
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On a general perspective, no one strategy is the best in conflict
management. Organisational conflict management should therefore employ
virtually all the strategies to ease conflict conditions. Conflict
management strategies (CMS) offer a constricted array of arenas which do
not aim at challenging the existing meaning structures and consequently
lead to institutional learning.
In the school system, the causes of conflict are numerous and varied.
This is because individuals (organisational members) who differ in
background, human needs, interest, conceptions and temperance are in
continuous communication and social interactions. Thus, Bush and Folger
(2005) opined that social interaction itself is a negative force and this is so
because human beings are incapable of engaging in either social
interaction or conflict without destructive consequences. Onwura (2010)
observed that the causes of conflict are inexhaustible due to varied human
needs, interests and motives. The following are some of them grouped into
two namely: structural based conflict and behavioural/personal based
conflict.
Structural Based Conflict: This is the disagreement which stems
from the way an organisation is designed in terms of size, character, and
nature of the environment. The effective management of an organisation is
mostly dependent on the way the organisational structure is arranged and
the functionability of such arrangement. A well arranged organisational
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structure makes communication flow easy and simple. Conversely, poor
arrangement is a potential for abysmal performance and in extreme case,
entropy. Thus, Obi (2004) opined that the principal function of the
organisational structure is to facilitate the desired decisions and actions and
to exclude undesired decisions and actions.
According to Onwura (2010), such structural sources of organizational
conflicts include: task/work interdependence, differences in status,
inadequate facilities and equipment, inadequate evaluation mechanism,
differences in performance and reward system, disagreement over goals,
role dissatisfaction and denial of teachers‟/students‟ voice in decision-
making.
Task/Work Interdependence: In the school system, tasks are
assigned according to specialization and professionalism. Work
interdependence exists when two or more sub-units depend on each other
to complete their respective assignments. Conflict is likely to occur in a
situation where a unit fails to complete its own task and from which
another assignment for another unit begins. For example, the game master
is already in the field of play to engage pupils in sports and games whereas
another teacher is busy conducting class assessment for his/her class at the
same time. This will breed conflict, because the class teacher is supposed
to release his/her pupils for the sports practice. Also there may be clashes
arising from the use of computer room. There are three types of task
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interdependence: pooled interdependence, sequential interdependence and
reciprocal interdependence.
Pooled Interdependence: This requires no task interaction amongst
the units /teachers concerned. Each unit carries out its functions
independently. At the end, all are referred at the centre for decision taking.
In primary school, the task of collection and sale of handicrafts are in the
hands of respective class teachers. Now at the end of the period under
review, all the class teachers are summoned by the head teacher to give
accounts of the collections. There is potential for conflict if a teacher had
misappropriated or embezzled the proceeds he/she realized.
Sequential Interdependence: Here, performance of one task
depends on the completion of another. A typical example of this is in post-
primary schools where each subject teacher enters the scores of his/her
subject. This task precedes the computing, signing and issuing of the
results to students. Conflict results when the form teacher gets ready to
give his/her students their results only to discover that some scores have
not be entered. Records show that several teachers have clashed over this
type of situation.
Reciprocal Interdependence: This is the admixture of the
consequences of pooled interdependence and sequential interdependence.
It is a complex relationship which demands a lot of interaction amongst
individuals or units. When functions are interdependent with one another,
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conflict will always occur because the delay in accomplishing one task will
automatically lead to unwarranted delay in starting the other.
Difference in Status: Status in this context means ones position or
rank in organisation. Organisational structure provides for some positions
to be above and superior to some others. Such positions spontaneously
have some power and authority vested in them in the organisation more
than others. Now human beings by nature are not always comfortable with
those who give orders about their affairs. Thus Rahim (1983) affirmed that
when communicating with superiors, subordinates will often say what they
feel to be acceptable but not necessarily true. In other words, people in low
status (subordinates units) may not always recognize the importance and
hence the contributions of the higher status units. This leads to conflict. In
primary schools, teachers in lower status are always in open war of words
with some assistant school heads.
Role Allocation: This is also called Jurisdictional Ambiguity.
Unclearly stated, separated and differentiated roles bring about friction and
collision in organisation. When roles are clearly undefined, workers can
hardly know their rights, privileges and obligations in the organisation. In
primary schools, there may be an overlap of the functions of the school
prefect and his/her assistant. Also, there is a situation where labour master
quarrels with agriculture master because of an overlap of their functions.
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Inadequate Physical Facilities and Equipment: Physical facilities
and equipment include classrooms, examination halls, laboratories,
libraries, instructional materials, computer sets, science equipment,
electricity, pipe born water etc. Inadequate supply of amenities leads to
competition for them and students react violently to their scarcity
especially in the tertiary institutions. Thus Ogbonnaya (2009) posited that
inadequate hostel accommodation, unsatisfactory supply of food and
catering services, overcrowded lecture halls and hostels; lack of financial
aid, poor sanitary conditions tend to make students campus life and
experience a very traumatic one. At the primary level of education, dearth
of classroom space, instructional materials and good milieu make pupils
learn in stress and tears. These may lead to conflict, and of course crisis.
Inadequate Evaluation Mechanism: Evaluation mechanism means
criteria put in place for assessment for organisational positions of authority
etc. Conflict is ignited when evaluation materials are inadequate or abused
by using them to favour others. Consequently, those favoured may begin to
look down on others which may precipitate conflict. Example, in some
schools, some teachers are appointed to head their superiors because of
politics. The type of conflict that ensues as a result of this is shockingly
high and protracted.
Differences in Performance Criteria and Reward System:
Rewards are elicited by outstanding performance. Now, any dissimilar
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reward for similar performance creates potential for conflict. Primary
school teachers often quarrel over the continuous appointment of a
particular teacher to man a particular function. It is even negatively
interpreted that other teachers are never-do-wells, therefore denying them
a sense of belonging.
Role Dissatisfaction: This is the negative feelings teachers have
within themselves for not being accorded respect and recognition they
deserve from the school authority. This may make them work against the
administration. Thus Onwurah in Mgbodile (2004) affirmed that lack of
appreciation of the opinions and contributions of staff makes them indulge
in sabotage operations in the school.
Disagreement over goals: Normally, organisations are established
to achieve some goals, known as organisational goals. However a
situation may arise when some individuals or units resort to achieving
their selfish goals that are dissimilar to the goals of the organisation. This
may bring conflict. Example, one of the fundamental goals of educational
institutions is to propagate real academic environment devoid of cheating
in examinations. But unfortunately school heads, because of greed,
manipulate this to selfishly and corruptly enrich themselves. Some
criminal minded school heads do sell some school plant facilities in their
custodial care just to make money. Some will even collaborate with
hoodlums to loot the facilities after which they get their own share of the
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proceeds. These acts do jeopardize the organisational interest and
therefore cause conflict. Obi (2004) opined that when departments or sub-
units tend to become specialized or differentiated as they develop
dissimilar goals and tasks, such differentiation frequently lead to conflict
of interest or priorities even when the overall organisational goals are
clear.
Denial of Teachers’/Students’ Voice in Decision-Making: Odigbo
(1999) in Mgbodile (2004) stated that the rise in teachers and students‟
militancy was partly attributed to the desires of the growing number of
teachers and students to be more actively involved in the decision-making
process within the school. When people are denied voice in decision-
making, they may either loose interest in the issue or attempt to sabotage
the operation. In organisations, members are apt to protect and project the
decisions they took part in formulating. In other words, participating in
decision making often compels teachers and even pupils to help out in
implementing these decisions. It is generally believed that people are more
prepared to work for decisions they have taken part in than those alien to
them (Onwurah, 2010).
The Behavioural/Personal Based Conflict is attributed to the
personal behaviour of the individual as they relate to themselves. It
includes differences in personal traits, values, differences in background,
perceptions, poor communication skills, style of management,
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incompetence, poor attitude to work, issues of generational gap, anti-
authority and prejudice.
Differences in Personal Traits: Human nature differs in many
considerations as we cut across individuals. Some are simple and friendly,
some are aggressive and hostile while some others are by nature autocratic,
avaricious and deceptive. All these attributes have influence on the
possessor‟s behaviour and perceptions. Peoples‟ personality disposition,
role satisfaction, role status and differing perceptions are some human
factors that can promote conflict. Consequently, those who are dictatorial
or who have low esteem are prone to distorting reality. They are unable to
understand the behaviour of others and so set the stage for conflict (Obi,
2004). The hostile and those who overreact to provocations are more
harmful and find themselves in conflict more frequently with others than
those without these traits.
Differences in the Background of People: Normally,
organisational members are people who come from different backgrounds.
These backgrounds include age, educational attainment, ethnic group,
social status, cultural orientation, religious inclinations etc. These
individuals with these various differences are in continuous organisational
communication and task interaction, and these predispose them to conflict
with one another.
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Differences in Values: Value in this context means what people in
the organisation revere. For example, pupils may value high performance
in examinations through hard work while the teachers may value high
performance through cheating. Here, there is clash of interest which breeds
conflict. In another direction, the school head may de-emphasise bullying
by school functionaries but they may reject the order because they already
value the use of canes. There is also a clash of interest which precipitates
conflict.
Differences in Perceptions: How people see and understand
situations or things constitute their perception. Institutional members who
come from different backgrounds, who have differing individual goals and
of dissimilar statuses shall never see or understand things or situations in
the same way. Example, a pupil may break the school rule by abusing a
teacher but unfortunately, other teachers will understand and interpret the
pupil‟s act differently. This breeds conflict amongst the teachers.
Poor Communication Skills: Communication is the life blood of
any organisation. If used promptly, it enhances prompt sensing of internal
strength. Conversely, ambiguity in communication lines intensifies
conflict. This hinders co-ordination and loyalty of staff in the school.
Information that is limited, obscure and a misrepresentation of what it
intended to portray known in educational administration as information
kwashiorkor creates potentials for conflict. Thus, Fisher (2000) affirmed
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that lack of skill in communicating what we mean in a clear and respectful
fashion often results in confusion, hurt and anger, all of which feed the
conflict process. A school head who is secretive and hoards information
will always run a suspicious government. The academic environment will
be bereft of suspicion, treat, avoidance, disobedience and disinterest,
thereby creating potentials for conflict which may graduate to crisis as the
case may be. In educational institution, absence of required information by
the management leads to substitute communication which develops in the
form of rumour, gossip and outright falsehood.
In as much as we are advocating for adequate and required
information in educational institution, care should be taken so that there
will be no information overload known as information diarrhea. This is
characterized by excess of information input in the organisation, which
may also breed conflict. Thus, information from the subordinate to the
superior (i.e Reporting) and those from the superior to the subordinate (i.e
Directing) should be adjusted to the capacity of the institution so as to
avoid conflict.
Style of Management: Style in this context simply refers to a set of
method or behavioral approach adopted by a leader in his effort to
manipulate the three important correlates of administration: the men, the
job and the materials towards goal achievement (Mgbodile 2004). It is
important to realize that the aggregate results achieved in the pursuit of
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school objectives is to a large extent dependent on the management styles
adopted by the administrators. Many organisational leaders adopt
management styles which engender cooperation of staff, motivate their
staff, enhance work performance and productivity and stimulate other
positive results that generally help move the establishment forward.
However, others engage in styles which yield negative results that dampen
staff morale and commitment to work; that stifle initiative and creativity;
that reduced the level of staff co-operation and involvement, that breed
unhappiness, stress and tension among staff or that set the institution into
opposing camps – the pro and the anti administration camps. That is the
characteristic features of government that is autocratic and authoritarian.
According to Onwurah (2010), the style of leadership adopted by an
administrator is a common generator of conflict. A school administrator
who is work centred and authoritarian may encourage limited
communication and development of rumour and gossips. These attributes,
if not checked, may precipitate conflict.
Incompetence: Incompetence means total absence in an
administrator of those skills required to propagate an organisation to
fruition. This has also to do with lack of knowledge of the job at hand. This
is because many assumed leadership positions more or less by virtue of
year of graduation and teaching experience, or even through politics.
Mgbodile (2004) maintained that the tragic situation in Nigerian schools
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today is such that many school administrators do not have adequate
background training in educational administration. This type of leadership
is characterised by arrogance, cliques, gangs, gossips and threats. In the
teacher‟s consideration, it is a well known fact that many teachers do not
know their subjects very well. Many of them do fumble and degenerate in
the classroom when trying to teach some concepts. Some do quarrel with
students/pupils who ask some intelligent and probing questions. Some
teachers use to adopt suppression mechanism by flogging students that ask
them questions. Some students as a matter of fact get disgusted with such
teachers and often go on demonstration in protest. All these breed conflict
in the school system.
Due to incompetence, some school head deny their teachers some
staff professional growth programmes like in-service training, workshops
and seminars. They erroneously see these as unnecessary waste of time and
financial resources of the institution. Some school heads do not work in
harmony with their assistants. These bring in conflicts into the system.
Poor Attitude to Work: Some staff exhibit gross irresponsibility in
their behaviour. They are habitual late comers to classes and other school
activities or even constantly absent themselves from school (Onwurah in
Mgbodile, 2004) . They are lousy and often abandon the duties assigned to
them. In the school system, there is always an unofficial divide between
some teachers who are lazy and those ones who are more serious to their
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duties. While the workaholics come to school very early, others bruise in
the school any time they like. This attitude breeds conflict because at the
end, salaries and allowances are paid to every one without difference.
Some teachers do not even teach and even if they teach, it is not well done.
Some teaches even teach in haste because they have another private
function or assignment to attend to. This brings conflict between such
teachers and the students/pupils and the head teacher.
The Issues of Generational Gap: Obi (2004) opined that the speed
of change in all aspects of live has become more rapid, more conspicuous
and very devastating such that most of the youths do not come from stable
homes. Youths of today are no more products of established norms, values
and customs of the society as foreign culture has eroded our own culture.
The culture of respecting elders has gone extinct in the youths of today.
Any teacher who is denied greeting from his students grows angry with
such student and so there is a potential for conflict. The tremendous
changes in the Nigerian society today as a result of modernization, which
Nigerians did not make adequate provision for cultural assimilation, is
frictional with the people‟s way of life. The tendency for conflict
interaction here is incontrovertible.
Anti-authority: Some teachers are deliberately anti-authority. Some
of them are ingrates. They always complain and feel neglected and
oppressed in the institution. Onwurah in Mgbodile (2004) sated that staff
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can form cliques and engage in acts of insubordination toward the school
administration. At times, defiance of authority could be shown in blunt
refusal to take instructions or responsibilities or in form of unco-operative
attitude. It may sometime degenerate into an open confrontation with
constituted authority. This attitude is most common amongst staff who
have served long in a particular school with considerable wealth of
experiences. Such staff find it difficult to remain loyal to the school
administration. They would always want things done their own way.
Factions may arise as it often occurs when certain influential staff disagree
with the school head. Such influential teachers instigate students‟ riots.
Thus, staff gross rebellious attitude against the school authority can result
to conflict of open confrontation and threat, making the institution a hot
spot, and this makes friendship turn sour.
Prejudice/Reality Distortion: Prejudice in this context means
baseless preference or choice amongst many. Reality distortion is
rebranding a thing or situation what it is not. Issues are better resolved or
problem being solved when there is reliable and precise interpretation and
definitions of the underlying causes. Conversely, there is persistence of
any problem whenever there is distortion of the reality. This will bring
conflict amongst the parties involved. Also baseless choice of interest
brings about competition and domination as each person strives to achieve,
acquire and measure up in qualities and attributes that made others to be
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chosen. Avalanche of deceit are likely to occur here as parties are out to
undo each other. Trivialities are blown out of proportion to discredit
colleagues. These create potentials for conflict.
Conflict interaction is a frequent occurrence in workplace and it
manifests in different ways and levels of school organisation. Conflict
manifestation in organisation such as schools, according to Onwurah
(2010) include: Intra-personal, Inter-personal, Inter-departmental, intra
unit/departmental, inter-organizational and community related conflict.
Intra-Personal: This deals with crisis arising within the individual‟s
personality and it is difficult to analyse. According to Onwurah (2010), it
concerns how the individual takes in, processes and produces information.
When the individual looses control of intra-personal processes, there is
danger of intra-personal conflict interaction. This is a situation where an
individual quarrels with himself due to anxiety. This anxiety could be as a
result of disappointment, failure, sickness or bereavement. The emotional
state of the individual is unstable, and he /she becomes aggressive and
unhappy. For example, a student who got an abysmal score in a subject
he/she ought to perform excellently will grow annoyed. Also a teacher who
is disappointed by not receiving his/her salary and allowances at the
appropriate time would grow annoyed and this may escalate to conflict.
Intra-personal conflict is characterised by depression, aggression,
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cantankerousness, avoidance and shouting, excessive thinking and
misdemeanour.
Inter-Personal Conflict: This is mutual hostility between two
people who have incompatible goals, needs and approaches in their
relationship (Onwurah, 2010). Organisational workers are composed of
individuals who vary in needs, needs dispositions, emotions, perception,
cultural and religious backgrounds etc. These heterogeneous compositions
have great potentials for conflict. Thus, conflict may arise between a
teacher who wants to teach and a pupil who does a different thing other
than listening. On religious ground, experience shows that a teacher who
used teachers welfare fund to purchase palm wine quarrels with another
lady teacher who claimed that her faith was against it.
Intra-Unit/Departmental Conflict: This involves members of a
unit/department in an institution. It could be ignited by issues like work
load, insubordination, behavioural inadequacies of people, inconsistencies
in human behaviour, incompetencies in duties and uncivilized ways of
approaching issues in the organisation.
Inter-Unit/Departmental Conflict: When organisational facilities
and equipment are inadequate, there is competition for them. This
competition may breed conflict. Thus, there may be conflict by two
different units say library and laboratory units over the use of computer.
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Mathematics and Basic Science Departments may quarrel over the use of
scarce instructional materials.
Inter-Organisational Conflict: Two schools (organisations) may
engage in conflict emanating from sports competition, school land
boundary or what ever. This conflict interaction if not handled with
creativity, sometimes escalates to crisis and sometimes litigation between
the conflicting schools/organisations.
Community-Related Conflict: This may arise between a school
and the host community as a result of unmet expectations of the
community, job placement of members of the community or land boundary
encroachment. Education for citizenship in our society demands that the
school should endeavour to produce individuals who are capable to live
and contribute to the building of the society. If this expectation is not met
by the school, the community may rise against the school. Some schools
are given free hand by the host community to recruit part-time staff. If the
school fails to recruit an appreciable number of the staff from the
community, conflict ensues. School/community land boundary precipitates
conflict between the school and the host community. Thus, a school which
has not secured the survey plan of the school land from the Ministry of
Lands and Survey is always in conflict interaction with the host
community over the actual land area that belongs to the school land.
School and the host community should endeavour to resolve their
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differences amicably so as to avoid town and gown and establish synergy.
The synergy between school and host community shall help produce
rounded students who shall form the great citizens of our country. These
great citizens possess great ideas, creativity, and ingenuity to harness the
available resources and transform the environment and people.
Organisational communication is prone to conflict interactions.
These interactions have both positive and negative consequences in the
operations of the organisation. Thus, Meyer (2004) opined that conflicts
have the potential to deteriorate organisational functioning by inducing
resignation, absenteeism, accidents and overtime.
According to Putman and Boys (2006):
unmanaged conflict has the potential to cause several
negative consequences in workplaces, communities,
and homes. Many times these costs are hidden, that
is, they are not readily apparent. At the same time,
these costs are very detrimental to individuals,
groups, and organisations. A lot of these conflicts are
very subtle within an organisation, yet still have the
power to negatively affect an organisation‟s bottom
line. (P. 551)
On the other hand, Nemeth, Personnaz and Goncalo (2004) asserted that
conflict is a source of innovation, creativity and development in
organisations. Rahim (2002) opined that
conflicts are not necessarily bad. The progress we
have made so far in our civilization is due to the
conflict between nature and man. Conflict releases
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energy at every level of human activity – energy that
can produce positive, constructive results. Conflicts
tend to have a motivational value, they drive or
energise an individual to tackle a situation. To
resolve a conflict, one might explore different
avenues or alternatives of action which make him/her
more knowledgeable. Conflicts also provide
opportunities to test one‟s own abilities. While
successful resolution of a conflict adds to one‟s self-
confidence, unsuccessful attempts make one more
realistic and resourceful to seek better alternatives
and thereby improve one‟s skills.(P. 227)
From the foregoing therefore, conflict interactions, as part and parcel of
organisational communication have both positive and negative
consequences on the life of an organisation.
Positive Consequences of Conflict: Nemeth et al (2004) outlined
the positive or beneficial consequences of conflicts on organisations to
include:
- Motivating individuals to do better and to work harder. The talents
and abilities of organisational members come to the forefront in a
conflict situation. According to Bacal (2006), the functional view of
organisational conflict sees conflict as a productive force, one that can
stimulate members of the organisations increase their knowledge and
skills and their contribution for organisational innovation and
productivity. In human nature, creativity and adaptability are survival
and resilience options in a conflict situation. These skills which are
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elicited by the presence of conflicts contribute to organisational
success.
- Satisfying certain psychological needs like dominance, aggression,
esteem and ego, and thereby provide an opportunity for the
constructive use and release of aggressive urges. Human beings do
enjoy being placed above others as being superior. Conflict is often
part of the processes of testing and assessing one-self, and as such
may be highly enjoyable as one experiences the pleasure of the full
and active use of one‟s capacities (Deutch in Njoku, 2004).
- Providing creative and innovative ideas. Think-ups are high amongst
organisational members during conflict. Each member in the conflict
environment looks for ways to survive in the conflict situation. This
may land them into coming out with thoughtful ideas that will bring
innovation and solutions to existing problems in the organisation.
Employer‟s benefits of the present day are an outcome of the union
versus management conflicts over the past years.
- Adding variety to ones organisational life, otherwise work life would
be dull and boring. Obi (2004) maintained that conflict prevents
stagnation. There is muscle flexing and brain cracking by opposing
parties in a conflict interaction and this often results in agility, and fast
reasoning.
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- Facilitating an understanding of the problem, people and
interrelationships between people. There is better co-ordination
amongst individuals and departments in addition to strengthening
intra-group relationships. Conflict allows organisational members to
know their weaknesses, inadequacies and areas of competence. These
will create room for subsequent cooperation. Thus, teachers who
quarreled with one another must have identified areas where each
teacher is lacking and therefore make provisions for adjustment for
future friendship and reunion.
Negative Consequences of Conflicts: According to Putman (2006),
the deleterious effects of conflict on an organisation‟s bottom line is
shockingly high. He outlined the detrimental consequences of conflicts in
organisations to include:
Increased costs (time, money) devoted to dealing with the conflict:
Song et al (2006) opined that in an organisational setting, conflict
consumes up to 20 percent of employees‟ time. Some conflicts take very
long time to resolve. It means that workers‟ time which should have been
used for the achievement of organisational goals is wasted. Some
organisational moneys are also used up in the resolution processes. At the
end, the organisation finds it difficult to pay her workers and make
purchases of raw materials. School conflicts consume the lesson period,
and hours that teachers would have used in teaching pupils.
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Wasted resources and energy decipated in dealing with the
conflict: It is unfortunate that scarce resources which could have been used
to attain educational goals will be spent on resolving or managing series of
conflicts. It is a common knowledge that there is always scarcity of
resources in the school system, but in times of conflict, the little available
will be used to see that any existing disagreement is settled. This leaves
little or virtually no resources for the school. Also joules of energy is
dissipated both in talking, walking, distributing invitation letters to the
conflicting parties and organising meetings for reconciliation etc.
Decreased productivity: Productivity in this context means
commensurate output of an organisation at any point in time. Thus,
Educational Institution is supposed to produce individuals who are
knowledgeable with developed potentials with which to live and build the
society. This proposition is not realisable in an institution ravaged by
conflicts. The organisational team work and spirit will metamorphose to
organisational antagonism, hatred and resentment which are inimical to
increased productivity.
Lowered Motivation: Motivation is an internal state or condition
(sometimes described as a need, desire or want) that serves to activate or
energise behaviour and give it direction. According to Oboegbulem and
Onwurah (2010), performance in an organisational setting is a function of
four variables namely: motivation, capacity, opportunity and environment.
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Among these variables, motivation poses the greatest challenge and
requires to be more effectively handled to promote high level of
performance. Conversely, a demotivated worker will shun his
responsibilities and be in opposition to the realization of organisational
goals. Presence of conflict is a demotivator in an organisational setting and
therefore sets stage for organisational failure, and perhaps entropy.
Decreased Morale: The spirit of loyalty, discipline and
hardworking amongst organisational members are at their low ebb when
there is discordance, interference and irascibility. No worker can cooperate
in an atmosphere of rancour, acrimony, hatred, discontent, and abhorrence.
Teachers exhibit apathy and lukewarm attitude to their duties and
responsibilities when the school is engulfed in conflict interaction. Equally
pupils/students break school rules and regulations in times of
disorderliness without crackdown for the infraction.
Poor decision making: Sound decisions are difficult to come by
when there is chaos and disaffection. There is collapse of co-ordination
and control in an organisation during dispute. Thus, Obi (2004) observed
that conflict hinders co-ordination which is a pre-requisite to achievement
of organisational goals. The popular style of participatory decision making
or all inclusive consultation are no more applicable because the
organisational members do not easily communicate and so incompatible.
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Withdrawal and miscommunication or non-communication: The
first sign of conflict between individuals is that people start to ignore each
other (Algert, 1996).Greeting interaction is a precursor to togetherness and
task accomplishment. Organisational members who have withdrawn
communication from each other or who are in uncommunication do not
have anything to pursue or achieve in the organisation. Thus, teachers
(especially female ones) who quarrel find it almost impossible to stay
together in a staff meeting. Consequently, the inputs of such members are
therefore denied the institution and where available, are antagonistic and
confrontational.
Complaints and blaming: In conflict situation, avalanche of
complaints flood the management table. Things of trivial nature are
compounded and composed into structures to complain about. Any
recorded failure in any adventure, be it sports or academics, will suffer a
lot of blames and recrimination emphasizing incompetencies on the part of
the handlers. These blames come from opposing parties in existing
conflict situation. Each party is out to undo the others at the detriment of
organisational goals. In conflict situation, organisation affair becomes
individual affair. Thus, blames will be on a games master whose athletes
failed to perform well in an inter-schools sports competition without
considering other intervening variables.
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Backstabbing and gossip: Backstabbing is the act of attacking
someone from the back who is supposed to be a friend. It can be described
as the act of betrayal. Gossip is giving details of other peoples‟ actions and
private lives which may not be correct or proper. Gossiping and
backstabbing impede general progress and perseverance of the
organisation as friends in the organisation have unjustly turned to foes.
Attitudes of distrust and hostility: Obi (2004) asserted that
conflict reduces reliance on person and evokes emotional behaviour. The
low trust and suspicion associated with conflict cause individuals to reduce
interaction with the opposition, conceal activities, restrict communication
and take untenable positions. Reliability amongst organisational members
becomes extinct. Truth to one is falsehood to the other. Each member
becomes hostile and aggressive to the other. Thus, at this stage of school
conflict, staff welfare meeting used to collapse as teachers see themselves
as enemies.
Erosion to personal, work and community relationship:
Conflicting individuals find it difficult to maintain inter-personal
relationship or relate at work site or at community level. This is because
enmity creates a sharp divide between individuals who are involved.
Organisational members who have no inter-personal relationship can
hardly organize themselves for the pursuit of the stated organisational
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goals. Severe erosion of inter-personal relationship can create inter-
community conflict.
Harm to others not directly involved in the conflict: Conflict has
the tendency to affect individuals who are not directly involved in the
conflict. Thus, in the primary school system, experiences have shown that
parents do engage each other in clueless conflict interaction simply
because their wards/children fought or quarrelled at school. Such parents
shall ever have conflicting opinions and opposing camps during Parents
Association (PA) meetings. This brings antagonism which renders the
progress of the institution dysfunctional.
Damaged emotional and psychological well-being of those
involved in the conflict: The emotional and psychological states of
organisational members affect productivity. When the emotional and
psychological states of workers are unstable, there is tendency for workers
to unnecessarily and aggressively react to issues and situations that are
trivial. The presence of conflict agitates organisational members
emotionally and psychologically certainly negatively. These bring down
organisational productivity.
Dissatisfaction and stress: Oboegbulem (2004) asserted that stress
can also be defined or explained in terms of its three closely related
concepts – anxiety, conflict and frustration. Stress is also a pressure
condition causing hardship, tension, disquiet and resulting from problems
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around. Organisational members exhibit dissatisfaction in an
environmental condition that scare, threaten, anger, bewilder or excite
them. Thus, a teacher whose life is threatened can hardly be regular at
school let alone keeping prompt attendance to lesson periods with pupils.
Harm to Health and Death: The climax of violent conflict is that it
earns the key players sever injuries and ill-health that may lead to death.
This is common in profit-making organisations like companies and some
troubled countries like Egypt, Libya, Syria, Yemen and Nigerian
experience during the dreadful Biafra-Nigeria civil war. Real diehards do
unleash terror and mayhem on their arch rivals who are impediments to
their selfish ends. Some diabolical members may use devilish means to
enchant their rivals so that they seldomly participate in the institution
affairs. In non-profit making organisations like primary schools, the extent
of elimination may not be reached rather what normally obtain are threats,
fighting, war of words, backstabbing, gossips, wastage of resources thus
making the school a hot spot. Severity of conflict in primary schools
occasion pupils withdrawing from school; teachers walking off their duties
and general wastage of available human and material resources. Thus,
Stephen in Putman and Boys (2006) summarised that
Education is one of the most effective ways to break
the cycle of poverty. But during times of conflict,
education takes a backseat to fighting. In eight
countries for which data were available, the IMF found
that during conflict, per-person education spending fell
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by 4.3 percent each year. Schools are destroyed or
children cannot risk the walk to school because of the
violence. Missing out on primary school can affect
income and health over time. Children not only miss
out on school. Many of them suffer from hunger. In
some cases, children must work long hours, in mines or
other abhorrent conditions, to survive. And in the
lawlessness and impunity created by conflict,
kidnapping, child trafficking and sex crimes are all too
common. For these generations, the consequences of
conflict are long term. (P. 548)
Theoretical Framework
Theories of Conflict
This study examined two conflict management theories and how
they relate to the management of primary school conflicts in Nsukka
Education zone.
Khun and Poole’s model
Khun and Poole (2000) were conflict management theorists. They
established a system of group conflict management which they split into
two sub-models – distributive and integrative models of conflict
management. According to Khun and Poole‟s theory, distributive model is
whereby the conflict is approached as a distribution of a fixed amount of
positive outcomes or resources where one side will end up winning and the
other loosing even if they do, win some concessions.
The school, as an organsation, is made up of teachers, pupils and
other workers who are in continuous interaction. This interaction breeds
conflict. For the school to forge ahead, these conflicts have to be addressed
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for workers cooperation, order, and unity. The school head is at the apex of
the leadership arrangement and so gives orders, functions or assignments
to teachers and pupils. Some teachers may perceive these orders as
exploitative and draconian, thereby turning down such orders, and conflict
is triggered off. In this situation, Khun and Poole suggest that in a conflict
situation like this, the management (the school head) can effectively handle
the matter by applying the distributive model of conflict management
which implies approaching the conflict by spreading a fixed amount of
positive outcomes where either the school head wins the case and the
teachers loose or vice versa.
Integrative model of conflict management, according to Khun and
Poole, sees conflict as an opportunity to integrate the needs and concerns
of both conflicting groups and make the best outcome possible. In a
conflict situation between the teachers and pupils, the school head being
the manager uses the opportunity to know and observe the potentials and
needs of the conflicting parties. This will enable him to administer the
appropriate conflict management model to control the situation. This
model has an intense emphasis on compromise than the distributive model.
Khun and Poole found that the integrative model resulted in consistently
better task related outcomes than the distributive model.
This theory by Khun and Poole is related to the study in the sense
that as conflict is inevitable in the school system, the management is
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necessary and can be accomplished through the utilization of the
distributive and for integrative models of conflict management principally
by the school head. This will restore peace, order, harmony and trust for
organisational efficiency and effectiveness, hence the study.
Dechurch and Marks’s Meta-Taxonomy Model
Dechurch and Marks (2001) examined the literature available in
conflict management at the time and established what they claimed was a
„meta-taxonomy‟ that encompasses all other models. They argued that all
other styles have inherent in them into two dimensions – Activeness i.e the
extent to which conflict behaviours make a responsive and direct
impression rather than inert and indirect impression, and Agreeableness i.e
the extent to which conflict behaviours make a pleasant and relaxed
impression rather than unpleasant and strainful impression. In other words,
they view conflict behaviour as having both open and closed expressions
and tendencies that require passionate approach. Irrespective of the
disorganizing nature of conflicts in organisations, there is every tendency
for agreement afterward when approached with the befitting conflict
management styles.
The primary school as an educational organisation has a hierarchical
leadership structure with the school head at the top. He/she is closely
followed by the assistant head teachers in various departments and lastly
the pupils. The school head, by virtue of his/her position pilots the affairs
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of the school so as to achieve educational goals. Thus conflict is inevitable
between the school head and assistant school head; teachers themselves or
pupils and teachers. Dechurch and Marks‟s model of conflict management
sees noticeability as being the characteristic feature of conflict situation
rather than a thing to hide or cover. Conflict in organisation is observable
as it disrupts the entire organisational cooperation and unity. They agreed
that high activeness is characterised by openly discussing differences of
opinion while fully going after their own interest while high agreeableness
is characterised by attempting to satisfy all parties involved. Dechurch and
Marks agreed that „activeness‟ did not have a significant effect on the
effectiveness of conflict resolution but the „agreeableness‟ of the conflict
management styles but both have positive impact on conflict management.
The theory by Dechurch and Marks is related to this study as they
hold the view that conflict in organisations are noticeable and impactive.
The management of the conflict situation can be achieved by the
application of the activeness and agreeableness models for the restoration
of peace, institutional understanding and group outcome, hence the study.
Review of Empirical Studies
Six different but related studies carried out by different researchers
were consulted by the researcher, thus:
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Okolo (2005) carried out a study on the effective resolution
strategies as perceived by parents, teachers and members of the board of
governors in Enugu state. The purpose of the study was to determine
effective conflict resolution strategies in school organisation. One research
question and one null hypothesis were formulated to guide the study. The
descriptive research design was used. Using disproportionate stratified
random sampling procedure, five (5) schools were selected from each of
the six hundred and eighty six (686) community based secondary schools
from which five hundred and forty (540) respondents were drawn. The
instrument used for the study was questionnaire presented on a 4-point
likert type scale. The reliability of the instrument at 0.92 was determined
using Cronbach Alpha. Mean and standard deviation were used to answer
the research question while Analysis of variance (ANOVA) was used to
test the null hypothesis. The cut-off point used for decision making was
2.55. The major finding of study was that involvement of law enforcement
agency cannot be a strategy for effective resolution of conflict in school
organisation. The reviewed work did not identify the prevailing conflict
management strategies used by school heads and teachers in primary
schools in Nsukka Education zone which is the purpose of this study.
The study conducted by Edewusi (2003) was on investigation into
principals‟ conflict management strategies in secondary schools in Rivers
state. The purpose of the study is to identify the causes of conflicts,
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establish the type of conflict that is common in the secondary schools and
conflict management strategies that are commonly adopted by principals.
Six research questions and two null hypotheses were formulated to guide
the study. The research design adopted was descriptive survey design.
Using stratified random sampling procedures, fifty (50) subjects were
drawn from Obio/Akpor and Port-Harcourt city local governments which
is 5% of the entire population. The instrument used was a structured
questionnaire. For data analysis, 2.5 mid-points in the 4-point Likert type
scale were used while t-test was used to test the null hypotheses at 0.05
level of significance. Her findings showed that scarce resources,
communication gap, overlap of teachers‟ role, divergence in goals and
work interdependence are causes of conflicts. Also, student-related
conflicts are the most common in schools. Effective communication,
availability of resources and involving teachers and students in school
administration are strategies for preventing conflicts whereas dialogue,
arbitration, silence, setting a goal are conflict management strategies. Yet,
the study did not present the contemporary conflict management strategies
in schools. The purpose of this study is to identify the modern conflict
management strategies used in primary schools in Nsukka Education zone.
A study was carried out by Okolo (2002) on sources of role conflicts
in school organisation among voluntary agencies in Enugu state: A critical
analysis. The purpose was to investigate the sources of role conflicts in
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community-based secondary schools. One research question and one null
hypothesis were formulated to guide the study. The research design
adopted was a survey design. The subjects constituted the community-
based secondary schools, the board of governors and the parents-teachers
association executives. Using a disproportionate stratified random
sampling procedure, five hundred and forty (540) subjects were drawn. A
structured questionnaire was used for data collection. Mean scores and
standard deviation were used in answering the research questions whereas
Analysis of Variance (ANOVA) was used in testing the null hypothesis.
The finding revealed that lack of knowledge of role expectations amongst
the voluntary agencies is one of the sources of conflicts. However the
study did not identity the prevailing conflict management strategies used
by school heads and teachers in primary schools in Nsukka Education zone
which is the main purpose of this study.
A study was conducted by Edikpa (1997) on conflict resolution
strategies between principals and teachers in Onitsha Education zone. The
purpose of the study was to find out factors that contribute to conflicts
between principals and teachers and the strategies for resolving such
conflicts. Proportionate stratified random sampling was used to draw five
hundred and thirty five (535) teachers and fifteen (15) principals from a
total population of one thousand, five hundred and thirty eight (1,538)
teachers and thirty (30) principals. The instrument for data collection was
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questionnaire which was presented on a 4-point Likert type scale. Mean
and standard deviation was used to answer the research questions. The
findings revealed that teachers absence from school in pursuit of personal
interests and principals not caring for teachers welfare are sources of
conflict. Also, ensuring prompt payment of teachers‟ salaries and benefits,
promoting teachers as at and when due, organising workshops on good
human relations and co-operation, and involvement of the community
through Parents-Teachers Associations are strategies for resolving conflicts
in secondary schools. The researcher erroneously identified some measures
for motivating teachers instead of the strategies for resolving conflicts. The
present study is on the identification of the modern conflict management
strategies used by school heads and teachers in primary schools in Nsukka
Education zone.
Enyi (2001) carried out a study on students‟ perception of sources
and management strategies for resolving student-related conflicts in
Universities: A study of University of Nigeria, Nsukka. The purpose was
to find out the major sources of student-related conflicts in the Universities
and the existing management strategies for resolving such conflicts. Two
research questions were formulated to guide the study. Descriptive survey
research design was adopted. Using proportionate random sampling, four
hundred and twenty (420) students were selected across fourteen (14)
faculties in the university. A 20-item questionnaire was used to gather
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opinions of the subjects. Descriptive and inferential statistics involving the
use of mean and z-test were used to analyse the data collected at 0.05 level
of significance. The findings revealed that doubtful management practices,
inadequate learning environment, inadequate utilities, poor communication
and religious intolerance were sources of student-related conflicts. It was
also discovered that conflicts are better resolved through non-violent
means such as use of arbitrators/influential people, dialogue, guidance
counsellors and allowing conflicts to run their normal course. Also student-
related conflicts cannot be resolved by expelling erring students and using
security agents to check and suppress conflicts. This study still did not
come out with the contemporary conflict management strategies used by
school heads and teachers in the management of conflicts in primary
schools in Nsukka Education zone which is the main purpose of this study.
Eze (2008) carried out a study on conflict management by secondary
school principals and teachers in Aba Education zone. The main purpose
of the study was to investigate the role of principals and teachers in
conflict management in secondary schools in Aba Education zone of Abia
state. Four (4) research questions and three (3) null hypotheses were
formulated to guide the study. The descriptive survey research was
adopted. The subjects are composed of all the secondary school principals
and teachers in Aba Education zone of Abia state. Using a disproportionate
stratified random sampling procedure, a total of thirty two (32) principals
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and three hundred and sixty one (361) teachers out of one hundred and
sixty (160) principals and two thousand, eight hundred and eleven (2811)
teachers respectively were used for the study. A structured questionnaire
was used for data collection. Mean scores and standard deviation were
used in answering the research questions while t-test was used for testing
the null hypotheses at 0.05 level of significance. The findings revealed that
management of school conflict could be achieved by adopting participatory
decision making in schools; providing democratic style of leadership by
the principals; serving punishment that is proportional to a minor offence;
encouraging teachers to take interest in students welfare. The study did not
identify the modern management strategies used by school heads and
teachers in primary schools in Nsukka Education zone which is the
purpose of this study.
Summary of Literature Review
The review of literature revealed that conflict is a commonly
occurring phenomenon in organisations especially educational institutions.
It was established that discordance, abhorrence and insecurity lead to
organisational malfunction whereas peace, order and companionship bring
about harmony, progress and fulfillment in organisation. There are four
stages of conflict: where potential for conflict exists; latent conflict; open
conflict and aftermath conflict. Signs of conflict between individuals and
groups are also highlighted.
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Some modern conflict management strategies were identified and
explained. They are: Integrating, Obliging, Dominating, Avoiding and
Compromising. Others are: Consolidating, Suppressing, Shaking and
Engaging. It was emphasized that for effective application of these
strategies, they should be made concepts for organisational learning; made
ethics of the organisation and stakeholders should be in position to
adjudicate and solve right problems.
The causes of conflicts as well as the types of conflict in school
system were also discussed. The theories as bases for interpreting school
conflicts were also explained.
Six related earlier studies were consulted by the researcher.
However, these studies did not concern themselves with the task of
identifying modern conflict management strategies used by school heads
and teachers in primary schools in Nsukka Education zone hence the need
to carry out research work in this area. The researcher therefore deemed it
necessary to fill the gap by conducting a research study on the conflict
management strategies used by school heads and teachers in managing
school-community conflicts, pupils related conflicts, teacher related
conflicts and pupil-teacher related conflict in primary schools in Nsukka
Education zone.
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CHAPTER THREE
RESEARCH METHOD
This chapter deals with the presentation of detailed account of how
the study was carried out. It consists of the following sections: design of
the study, area of the study, population of the study, sample and sampling
techniques, instrument for data collection, validation of the instrument,
reliability of the instrument, method of data collection and method of data
analysis.
Design of the Study
The study adopted a descriptive survey research design. According
to Ali (2006), descriptive survey is a type of study which aims at collecting
data and describing in a systematic manner the characteristic features or
facts about a given population. Thus, the researcher deems it necessary to
use this design because it uses a representative sample of the entire
population.
Area of the Study
The area of the study is Nsukka Education zone of Enugu state.
Nsukka Education zone comprises three Local Government Areas – Igbo-
Etiti, Nsukka and Uzo-Uwani. Primary education activities are controlled
and co-ordinated by local education authority in each local government.
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The selection of Nsukka Education zone is as a result of reported and felt
cases of conflicts that undermine educational activities in the area, hence
the choice of the zone for the study.
Population of the Study
The population of this study consisted of all the school heads and
teachers in the primary schools in Nsukka Education zone of Enugu state.
Data obtained from planning, research and statistics (PRS) department
Enugu State Universal Primary Education Board (ESUPEB), Enugu show
that there are 242 primary schools, 242 school heads and 2189 teachers in
the area. Thus there are a total of 2431 teachers (see Appendix A).
Sample and Sampling Techniques
The sample size of this study consisted of seven hundred and
seventy eight (778) subjects (121 school heads and 657 teachers). To
ensure adequate representation of the population, the researcher applied the
proportionate stratified random sampling technique with 50% to compose
the sample of school heads and 30% to compose the sample for teachers in
the area. This gave a total of seven hundred and seventy eight (778)
teachers (121 school heads and 657 teachers)(see appendix B).
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Instrument for Data Collection
The instrument for data collection is questionnaire titled conflict
management strategies questionnaire (CMSQ). The questionnaire is
divided into two sections. Section A comprises the demographics of the
respondents. Section B contains 40 items on conflict management
strategies in primary schools. This section is divided into six clusters – A,
B, C, D, E and F in line with the research questions. This is presented on a
4- point rating scale of Strongly Agree (SA), Agree (A), Disagree (D) and
Strongly Disagree (SD) with weightings of 4,3,2 and 1 points respectively
(see appendix C).
Validation of the Instrument
The instrument was face validated by three experts – two from
Educational Administration and Planning Unit and one from Measurement
and Evaluation Unit, all from the Faculty of Education, University of
Nigeria, Nsukka. These experts were requested to review the items in the
initial draft in terms of format, clarity, message, coverage, content and face
appeal of the instrument. They suggested that the researcher should
demerge some variables within some items and convey them in simple
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statements to make response easier. These suggestions were integrated and
the items were decreased from forty four (44) to forty (40).
Reliability of the Instrument
Trial test was carried out in Igbo Eze South Local Government
which is not part of the study area to determine whether the instrument is
reliable. Twenty copies of the instrument were distributed to five (5)
school heads and fifteen (15) teachers in primary schools in Igbo Eze
South Local Government Area. The instrument was administered by
personal contact which recorded a hundred percent (100%) return rate. The
Cronbach‟s Alpha (α) was used to determine the internal consistency of the
items because the test items are non-dichotomous and no response is
deemed correct or wrong. The following reliability values were obtained:
0.76, 0.73, 0.70, 0.84, 0.91 and 0.76 for clusters A, B, C, D, E and F
respectively and the overall reliability value of 0.94 which shows that the
instrument is reliable (See Appendix D).
Method of Data Collection
The instrument was administered on the spot and retrieved by the
researcher with the aid of two (2) trained researcher assistants. These
research assistants were trained on the modalities for administration and
retrieval of the instrument.
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Method of Data Analysis
Mean ( x ) and standard deviation (SD) were used to answer the
research questions. Analysis was adopted and interpreted based on the
following categories of limits of real numbers:
3.50 - 4.00 - Strongly Agree (SA)
2.50 – 3.99 - Agree (A)
1.50 – 2.99 - Disagree (D)
0.50 - 1.99 - Strongly Disagree (SD)
t-test was used to analyse the three null hypotheses at 0.05 level of
significance.
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CHAPTER FOUR
RESULTS
This chapter presents results of this study in accordance with the six
research questions and three null hypotheses that guided the study.
Research Question One
What are the conflict management strategies used by school heads to
manage conflicts between school heads and teachers?
Table 1: Mean scores and standard Deviation of school heads and
teachers on the management of conflict between school
heads and teachers.
S/N Items School Heads (N1) Teachers (N2)
Management of conflict between
school heads and Teachers.
X1 SD1 R X2 SD2 R
1 Handling issues on a round table
discussion
3.88 0.33 SA 3.84 0.41 SA
2 Not involving teachers in
addressing the conflict issues.
2.00 0.00 D 1.89 0.32 D
3 Avoiding the conflict issue entirely. 1.37 0.91 SD 1.23 0.63 SD
4 School head being evasive to
managing the conflict situation.
2.00 0.00 D 1.98 0.32 SD
5 The school head assuming that
there is no conflict.
1.05 0.22 SD 1.08 0.34 SD
6 Utilizing some measures to prevent
conflict.
3.20 0.40 A 3.13 0.35 A
N1 = 121 N2 = 657
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Key:
X1 = Mean for school heads
X2 = Mean for teachers
SD1 = Standard Deviation for school heads
SD2 = Standard Deviation for Teachers
N1 = Number of School Heads
N2 = Number of Teachers
R = Remarks
SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree
Table 1 shows that item 1 has means of 3.88 and 3.84 for the school heads
and teachers respectively. This means that both school heads and teachers
strongly agreed that round table discussion (Integrating Strategy) should be
the best way of handling conflict between them. Item 6 has means of 3.20
and 3.13 for school heads and teachers respectively. This means that both
agreed that preventive measures (Compromising Strategy) should be used
to manage conflict between school heads and teachers. Both school heads
and teachers disagreed that not involving teachers in resolving issues
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(Avoiding Strategy) will not help to manage conflict between them. Items
3,4,5 have means of 1.37, 2.00, 1.05 and 1.23, 1.98, 1.08 for school heads
and teachers respectively. These mean that school heads and teachers
strongly disagreed on avoiding the conflict issue, school head being
evasive to managing conflict and school head assuming that there is no
conflict (Dominating Strategy) as ways of managing conflict between
them.
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Hypothesis One
HO1: There is no significant difference between the mean ratings of school heads and teachers on the use of conflict
management strategies to manage conflicts between school head and teachers.
Table 2: t-test Analysis of Difference between the Mean Ratings of school heads and teachers with regard to
management of conflicts between school head and teachers.
Hypothesis 1 Independent Samples Test
Items
Levene‟s Test for
Equality of
Variances
t-test for Equality of Means
Decision
F
Sig.
t
Df
Sig.(2-tailed)
Mean
Difference
Std. Error
Difference
95% confidence Interval
of the difference
Lower Upper
1. Handling issues on a round table Equal variances assumed
discussion Equal variances not assumed
3.483 .062 .902
1.050
776
196.015
.368
.295
.036
.036
.040
.034
.042
.031
.114
.103 NS
2. Not involving teachers in addressing the Equal variances assumed
conflict issues. Equal variances not assumed
81.978 .000 3.944
9.194
776
656.000
.000
.000
.114
.114
.029
.012
.057
.090
.171
.139 S
3 Avoiding the conflict issue entirely. Equal variances assumed
Equal variances not assumed
18.437
.000
2.131
1.657
776
141.664
.033
.100
.144
.144
.067
.087
.011
.028
.276
.315 S
4. School head being evasive to managing Equal variances assumed
the conflict situation Equal variances assumed
18.527 .000 .583
1.360
776
656.000
.560
.174
.018
.018
.031
.013
.043
.008
.080
.045 NS
5. The school head assuming that there is Equal variances assumed
no conflict. Equal variances not assumed
4.377
.037 -1.031
-1.374
776
238.720
.303
.171
.033
.033
.032
.024
.095
.079
.029
.014 NS
6. Utilizing some measures to prevent Equal variances assumed
conflict. Equal variances not assumed
11.728 .001 2.000
1.815
776
155.074
.066
.071
.070
.070
.035
.039
.001
.006
.140
.147 NS
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Table 2 shows that items 1,4,5 and 6 have significant values that are greater
than 0.05 probability level. Therefore, the null hypothesis is accepted. This
means that school heads and teachers accepted the use of items 1,4,5 and 6
as suitable conflict management skills for the management of conflicts
between school heads and teachers in the school. They however rejected the
utilization of items 2 and 3.
Research Question Two
What are the conflict management strategies used by school heads to
manage conflicts existing between teachers and pupils?
Table 3:Mean scores and standard Deviation of School heads and
Teachers on the management of teachers and pupils conflicts.
S/N Items School Heads (N1) Teachers (N2)
Management of teachers and
pupils conflicts
X1 SD1 R
X2 SD2 R
7 Involving teachers and pupils in
addressing the conflict issue.
3.85 0.36 SA 3.74 0.73 SA
8 Making pupils concede to
teachers.
3.65 0.66 SA 3.73 0.63 SA
9 Making teachers succumb to
pupils.
1.32 0.47 SD 1.25 0.53 SD
10 Neglecting the conflict. 1.20 0.46 SD 1.18 0.45 SD
11 Applying partial conflict
management skill.
2.80 0.56 A 2.79 0.53 A
12 School head shunning addressing
the conflict issues.
1.85 0.36 SD 1.98 0.37 SD
13 Supporting one party at the
detriment of the other
1.22 0.57 SD 1.24 0.54 SD
N1 = 121 N2 = 657
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Key:
X1 = Mean for school heads
X2 = Mean for teachers
SD1 = Standard Deviation for school heads
SD2 = Standard Deviation for Teachers
N1 = Number of School Heads
N2 = Number of Teachers
R = Remarks
SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree
Table 3 shows that items 7, 8 and 11 have means of 3.85, 3.65, 2.80 for
school heads and 3.74, 3.73, 2.79 for teachers. These mean that both school
heads and teachers strongly agreed that involving teachers and pupils in
addressing the conflict issue, making pupils concede to teachers (Integrating
Strategy) and applying partial conflict management skill (Compromising
Strategy) should be the best ways of handling conflict between teachers and
pupils. Items 9,10, 12 and 13 have means of 1.32, 1.20, 1.85 and 1.22 for
school heads and 1.25, 1.18, 1.98 and 1.24 for teachers. These mean that
school heads and teachers strongly disagreed that making teachers succumb
to pupils, neglecting the conflict (Obliging Strategy), school head shunning
addressing the conflict issues (Avoiding Strategy) and supporting one party
at the detriment of the other (Dominating Strategy) are ways of managing
conflict between teachers and pupils.
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Hypothesis Two
HO2: There is no significant difference between the mean ratings of school heads and teachers on the use of conflict
management strategies to manage conflicts existing between teachers and pupils.
Table 4: t-test Analysis of Difference between the Mean Ratings of school Heads and Teachers with regard to
management of conflicts between teachers and pupils.
Hypothesis 2 Independent Samples Test
Items
Levene‟s Test for
Equality of
Variances
t-test for Equality of Means
Decision
F
Sig
t
df
Sig.(2-
tailed)
Mean
Difference
Std. Error
Difference
95% confidence Interval
of the difference
Lower Upper
7. Involving teachers and pupils in Equal variances assumed
addressing the conflict issue. Equal variances not assumed
14.079 .000 1.710
2.686
776
338.978
.088
.008
.116
.116
.068
.043
-.017
.031
.249
.201 NS
8. Making pupils concede to teachers. Equal variances assumed
Equal variances not assumed
3.834 .051 -1.237
-1.206
776
163.729
.216
.229
-.078
-.078
.063
.064
-.201
-.205
.046
.049 NS
9. Making teachers succumb to pupils. Equal variances assumed
Equal variances not assumed
2.241 .135
1.477
1.599
776
180.381
.140
.111
.076
.076
.051
.047
-.025
-.018
.176
.169 NS
10. Neglecting the conflict. Equal variances assumed
Equal variances not assumed
.411 .521 .350
.347
776
165.825
.726
.729
.016
.016
.045
.045
-.072
-.074
.104
.105 NS
11. Applying partial conflict management skill. Equal variances assumed
Equal variances not assumed
.054 .816 .220
.214
776
163.185
.826
.831
.012
.012
.053
.055
-.093
-.096
.116
.120 NS
12. School head shunning addressing the Equal variances assumed
conflict issues. Equal variances not assumed
8.900 .003 -3.092
-3.159
776
170.441
.002
.002
-.112
-.112
.036
.036
-.183
-.182
-.041
-.042 S
13. Supporting one party at the detriment of Equal variances assumed
the other. Equal variances not assumed
.026 .873 -.266
-.256
776
162.077
.791
.798
-.014
-.014
.054
.056
-.120
-.125
.091
.096 NS
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Table 4 reveals that items 7, 8, 9, 10, 11 and 13 have significant values that
are greater than 0.05 probability level. These indicate that school heads and
teachers accepted the use of the items for effective management of conflicts
between teachers and pupils in the school. They rejected item 12 as an
unsuitable skill for management of such conflict in the school.
Research Question Three
What are the conflict management strategies used by school heads to
manage conflicts between school heads and pupils?
Table 5: Mean scores and standard Deviation of School heads and
teachers on the management of conflicts between school heads and
pupils. S/N Items School Heads (N1) Teachers (N2)
Management of conflict between
school heads and pupils.
X1 SD1 R
X2 SD2 R
14 Involving school head and pupils
in addressing the issue.
3.00 0.39 A 2.99 0.53 A
15 Convincing pupils to concede to
school head.
3.65 0.85 SA 3.80 0.62 SA
16 School head succumbing to pupils. 1.28 0.59 SD 1.77 0.49 SD
17 School head assuming there is no
conflict.
1.90 0.30 SD 1.96 0.31 SD
18 School head neglecting the
conflict situation.
1.88 0.33 SD 1.92 0.37 SD
19 School head addressing the issue
half-way.
1.88 0.40 SD 1.92 0.41 SD
N1 = 121 N2 = 657
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Key:
X1 = Mean for school heads
X2 = Mean for teachers
SD1 = Standard Deviation for school heads
SD2 = Standard Deviation for Teachers
N1 = Number of School Heads
N2 = Number of Teachers
R = Remarks
SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree
Table 5 shows that items 14, 15 have means of 3.00, 3.65 for school heads
and 2.99, 3.80 for teachers. These mean that both school heads and teachers
strongly agreed that involving school head and pupils in addressing the
conflict (Integrating Strategy) and convincing pupils to concede to school
head (Obliging Strategy) should be the best ways of handling conflict
between school heads and pupils. Items 16, 17, 18, 19 have means of 1.28,
1.90, 1.88, 1.88 for school heads and 1.77, 1.96, 1.92, 1.92 for teachers.
These mean that school heads and teachers have disagreed that school head
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succumbing to pupils (Compromising Strategy), school head assuming there
is no conflict (Avoiding Strategy), school head neglecting the conflict
situation (Avoiding Strategy), school head addressing the issue half-way
(Compromising Strategy) are veritable skills for managing conflict between
school heads and pupils.
Research Question Four
What are the conflict management strategies employed by school
heads to manage conflicts existing amongst teachers?
Table 6: Mean scores and standard Deviation of school heads and
teachers on the management of conflicts amongst teachers.
S/N Items School Heads (N1) Teachers (N2)
Management of conflicts amongst
teachers
X1 SD1 R
X2 SD2 R
20 Making teachers succumb to their
colleagues.
3.00 0.45 A 3.04 0.44 A
21 Involving the parties in negotiation
for peace.
3.68 0.61 SA 3.80 0.64 SA
22 School head assuming there is no
conflict to face other administrative
work.
1.22 0.47 SD 1.20 0.54 SD
23 Applying some skills to ameliorate
conflict.
2.95 0.31 A 2.98 0.48 A
24 School head looking down on
teachers and their conflicts.
1.05 0.22 SD 1.15 0.41 SD
25 Suppressing the conflict situation 2.05 0.38 D 2.04 0.43 D
N1 = 121 N2 = 657
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Key:
X1 = Mean for school heads
X2 = Mean for teachers
SD1 = Standard Deviation for school heads
SD2 = Standard Deviation for Teachers
N1 = Number of School Heads
N2 = Number of Teachers
R = Remarks
SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree
Table 6 shows that items 20, 21, 23 have means of 3.00, 3.68, 2.95 for
school heads and 3.04, 3.80, 2.98 for teachers. These mean that both school
heads and teachers strongly agreed that making teachers succumb to their
colleagues (Obliging Strategy), involving the parties in negotiation for
peace (Integrating Strategy) and applying some skills to ameliorate conflict
(Compromising Strategy) are good for management of conflict amongst
teachers. Items 22, 24, 25 have means of 1.22, 1.05, 2.05, for head teachers
and 1.20, 1.15, 2.04 for teachers. These mean that school heads and teachers
disagreed that school head assuming there is no conflict, school head
looking down on teachers and their conflicts, and suppression
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of the conflict (Dominating Strategy) are suitable for management of
conflicts amongst teachers.
Research Question Five
What are the conflict management strategies used by school heads to
manage pupil related conflicts?
Table 7: Mean scores and standard Deviation of school heads and
teachers on the management of pupil related conflicts.
S/N Items School Heads (N1) Teachers (N2)
Management of pupil related
conflicts
X1 SD1 R
X2 SD2 R
26 Engaging pupils on a round table
discussion.
3.78 0.42 SA 3.87 0.44 SA
27 Making pupils to succumb to
their colleagues.
3.00 0.22 A 2.96 0.34 A
28 Disregarding the conflict
situation.
1.96 0.22 SD 1.93 0.31 SD
29 Avoiding management of the
conflict.
1.23 0.48 SD 1.14 0.47 SD
30 Managing the conflict to a level 2.98 0.42 A 2.97 0.31 A
31 Supporting one party to suppress
the other
1.27 0.59 SD 1.14 0.35 SD
N1 = 121 N2 = 657
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Key:
X1 = Mean for school heads
X2 = Mean for teachers
SD1 = Standard Deviation for school heads
SD2 = Standard Deviation for Teachers
N1 = Number of School Heads
N2 = Number of Teachers
R = Remarks
SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree
Table 7 shows that items 26, 27, 30 have means of 3.78, 3.00, 2.98 for head
teachers and 3.87, 2.96, 2.97 for teachers. These mean that both school
heads and teachers agreed that engaging pupils on a round table discussion
(Integrating Strategy), making pupils to succumb to their colleagues
(Obliging Strategy) and managing the conflict to a level (Compromising
Strategy) should be the best ways of handling conflict amongst pupils. Items
28, 29, 31 have means of 1.96, 1.23, 1.27 for school heads and 1.93, 1.14,
1.14 for teachers. These mean that school heads and teachers have
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unanimously disagreed that disregarding the conflict situation (Avoiding
Strategy), avoiding management of the conflict (Avoiding Strategy) and
supporting one party to suppress the other (Dominating Strategy) are
appropriate for the management of conflicts amongst pupils.
Research Question Six
What are the conflict management strategies used by school heads to
manage conflicts between school and the host community?
Table 8: Mean scores and standard Deviation of school heads and
teachers on the management of conflicts between school and
host community.
S/N Items School Heads (N1) Teachers (N2)
Management of school-community
conflicts
X1 SD1 R
X2 SD2 R
32 Making the school succumb to the
community.
3.13 0.65 A 2.93 0.49 A
33 Convincing the community to
concede to school authority.
2.85 0.42 A 3.04 0.43 A
34 Avoiding the conflict entirely. 1.16 0.37 SD 1.19 0.49 SD
35 Assuming there is no conflict issue
to address.
1.85 0.36 SD 1.87 0.38 SD
36 Addressing the school-community
conflict partially.
2.80 0.60 A 2.82 0.54 A
37 Shying away from the case 1.02 0.16 SD 1.08 0.26 SD
38 Discouraging any move to broker a
peace
1.25 0.43 SD 1.16 0.46 SD
39 Turning deaf ear to the conflict
situation
1.02 0.16 SD 1.08 0.33 SD
40 Making conflicting parties shift
ground for mutually acceptable
decision.
3.32 0.47 A 3.03 0.50 A
N1 = 121 N2 = 657
Key:
X1 = Mean for school heads
X2 = Mean for teachers
SD1 = Standard Deviation for school heads
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SD2 = Standard Deviation for Teachers
N1 = Number of School Heads
N2 = Number of Teachers
R = Remarks
SA - Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree
Table 8 shows that items 32, 33, 36, 40 have means of 3.13, 2.85, 2.80, 3.32
for school heads and 2.93, 3.04, 2.82, 3.03 for teachers. These mean that
both school heads and teachers strongly agreed that making the school
succumb to the community (Obliging Strategy), convincing the community
to concede to school authority (Obliging Strategy), addressing the school-
community conflict partially (Compromising Strategy) and making
conflicting parties shift ground for mutually acceptable decision
(Compromising Strategy) are effective for management of conflict between
school and the host community. Items 34, 35, 37, 38, 39 have means of
1.16, 1.85, 1.02, 1.25, 1.02, for school heads and 1.19, 1.87, 1.08, 1.16, 1.08
for teachers. These mean that school heads and teachers disagreed that the
utilization of avoiding the conflict entirely (Avoiding Strategy), assuming
there is no conflict issue to address (Dominating Strategy), shying away
from the case, discouraging any move to broker a peace and turning deaf ear
to the conflict situation (Avoiding Strategy) are applicable for effective
management of conflict between school and the host community.
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Hypothesis Three
HO3: The mean ratings of school heads and teachers on the use of conflict management strategies to manage conflicts between
school and the host community will not differ significantly.
Table 9: t-test Analysis of Difference between the Mean Ratings of School heads and Teachers with regard to management of
school-community conflicts.
Hypothesis 3 Independent Samples Test
Key
Levene‟s Test for
Equality of
Variances
t-test for Equality of Means
Decision
F
Sig
t
df
Sig.(2-
tailed)
Mean
Difference
Std. Error
Difference
95% confidence Interval
of the difference
Lower Upper
32 Making the school succumb to the Equal variances assumed
community. Equal variances not assumed
22.357 .000 4.005
3.329
776
146.757
.000
.001
.205
.205
.051
.062
.105
.083
.306
.327 S
33. Convincing the community to concede to Equal variances assumed
school authority. Equal variances not assumed
5.080 .024 -4.403
-4.436
776
168.332
.000
.000
-.185
-.185
.042
.042
-.268
-.268
-.103
-.103 S
34. Avoiding the conflict entirely. Equal variances assumed
Equal variances not assumed
2.071 .150 -.641
-.786
776
209.996
.522
.433
-.030
-.030
.047
.038
-.123
-.106
.062
.046 NS
35. Assuming there is no conflict issue to Equal variances assumed
address. Equal variances not assumed
.075 .784 -.441
-.458
776
173.061
.659
.647
-.016
-.016
.037
.036
-.089
-.087
.056
.054 NS
36. Addressing the school-community conflict Equal variances assumed
partially Equal variances not assumed
.429 .513 -.291
-.269
776
157.130
.771
.789
-.016
-.016
.054
.058
-.122
-.131
.090
.100 NS
37. Shying away from the case. Equal variances assumed
Equal variances not assumed
10.662 .001 -1.587
-2.235
776
264.727
.113
.026
-.039
-.039
.025
.018
-.088
-.074
.009
-.005 NS
38 Discouraging any move to broker a peace. Equal variances assumed
Equal variances not assumed
6.736 .010 1.855
1.930
776
173.306
.064
.055
.084
.084
.045
.043
-.005
-.002
.172
.169 NS
39. Turning deaf ear to the conflict situation Equal variances assumed
Equal variances not assumed
12.466 .000 -1.730
-2.760
776
353.383
.084
.006
-.053
-.053
.031
.019
-.113
-.090
.007
-.015 NS
40. Making conflicting parties shift ground Equal variances assumed
for mutually acceptable decision Equal variances not assumed.
27.248 .000 5.920
6.188
776
174.140
.098
.080
.290
.290
.049
.047
.194
.198
.387
.383 NS
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Table 9 shows that items 34 to 40 have significant values that are greater
than 0.05 probability level. These reveal that school heads and teachers
accepted that the application of the items for the management of conflicts
between teachers and pupils is valid. They however did not accept items 32
and 33 as useful skills for such conflict management.
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CHAPTER FIVE
DISCUSSION OF RESULTS, CONCLUSION, IMPLICATIONS AND
RECOMMENDATIONS
This chapter is presented under discussion of the findings, conclusion,
implications of the findings, recommendations, suggestions for further
research, limitations of the study and summary of the study.
Discussion of the Findings
The discussion of the findings is organized as follows:
1. Conflict management strategies used by school heads to manage conflicts
between the school heads and teachers.
2.Conflict management strategies used by school heads to manage conflicts
between teachers and pupils.
3.Conflict management strategies used by school heads to manage conflicts
between school heads and pupils.
4.Conflict management strategies employed by school heads to manage
conflicts amongst teachers.
5.Conflict management strategies used by school heads to manage pupils
related conflicts.
6. Conflict management strategies utilized by school heads to manage
conflicts between school and host community.
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109
1. Conflict management strategies used by school heads to manage conflicts
between the school heads and teachers.
The results as presented in table 1 indicated that handling issues on a
round table discussion (Integrating strategy) is an effective way of
management of conflicts between school heads and teachers in the school.
This finding is supported by Rahim (2002) who posited that healthier
conflict management is better achieved when the conflicting parties are
involved in negotiation. According to Bascal (2006), encouraging
pupils/students participation in decision making on issues affecting them is a
source of discipline among them. Similarly, pupils/students are kin to protect
and project the decisions in which they took part in making. They become
fulfilled and fill a sense of belonging when they are accorded the
opportunity to air their views during the discussion of issues or problems
affecting them. These would manifest in them in form of discipline,
responsibility, probity, respect for law and order and courage in the school
affairs. The result also showed that utilizing measures to prevent conflict is
also a good conflict management skill. This finding however (teachers and
school heads) rejected the use of Dominating and Avoiding strategies for the
management of conflicts between school head and teachers.
2.Conflict management strategies used by school heads to manage conflicts
between teachers and pupils.
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110
The result presented in table 3 showed that the respondents (teachers
and school heads) agreed that involving teachers and pupils in addressing
the conflict issues (Integrating strategy); making pupils concede to teachers
(Obliging strategy) and applying partial conflict management skills
(Compromising strategy) are veritable conflict management skills used to
manage conflicts between teachers and pupils. This finding is in line with
Mgbodile (2004) who affirmed that the pupils participation in the life of the
school also contributes greatly to the efficient and orderly operation of the
institution. Also Akinwonmi (2005) opined that involving pupils in school
administration is a conflict prevention strategy. Rapport and cooperation are
at their peak when quarreling parties willingly settle their differences
without external body. This is achieved when one party courageously and
conscientiously submits to the other party which in turn accepts the offer
without reservation. In support of this finding, Bush (2005) stated that
reconciliation whose origin is rightly traced from the hearts of the
conflicting parties is more comfortable, reliable, preferable and long lasting
than other types achieved through negotiation. The result however showed
that the respondents rejected the administration of Obliging, Avoiding and
Dominating strategies for the management of conflicts between teachers and
pupils in the school.
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3.Conflict management strategies used by school heads to manage conflicts
between school heads and pupils.
The findings as presented in table 5 indicated that teachers and school
heads agreed that conflicts between school heads and pupils can be managed
by: Involving school head and pupils in addressing the issue (Integrating
strategy), convincing pupils to concede to school head (Obliging strategy).
This is supported by Rahim (2002) that the pupils ability to concede to
school authority in times of conflicts is a mark of discipline that creates
enabling environment for teaching and learning. This is true because the
time and resources that should have been wasted or expended during
negotiations have been saved as pupils have given in for the school head.
Dependable and concrete reconciliation is better achieved whenever the
conflicting parties collect on a round table for negotiation. This method does
not create room for gossips and half truth as all facts about the row are
sorted out before all and sundry. To buttress this finding, Gross (2000) stated
that round table reconciliation and reunion plays outstandingly well and
stands the best amongst other skills needed for conflict management. The
respondents rejected Compromising and Avoiding strategies as being
inappropriate for the management of conflicts between school heads and
pupils.
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4.Conflict management strategies employed by school heads to manage
conflicts amongst teachers.
The results as presented in table 6 showed that the school heads and
teachers accepted that making teachers succumb to their colleagues
(Obliging strategy), involving the parties in negotiation for peace
(Integrating strategy), applying some skills to ameliorate conflict
(Compromising strategy) as good conflict management strategies for
managing conflicts amongst teachers. Equal and due recognition of the
conflicting parties create ample ways for resolving dispute (Rahim, 2002).
This assertion is true because individuals feel elated when the matter
concerning them is discussed in their full participation. Some school
conflicts require much time, resources or whatever for negotiation so that
the desirable set goals may be actualised. From experience, dissidents who
would like to undermine school activities may foment trouble in the school.
The result is that school activities are halted in order to address the conflict
situation. Thus, deliberate and instigated conflict is better handled by
Integrating and Obliging strategies of conflict management so that the
objectives of the fomentation are defeated and crushed. Teachers and school
heads however rejected the application of Dominating and Avoiding
strategies as conflict management strategies for management of teacher-
related conflicts.
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113
5.Conflict management strategies used by school heads to manage pupils
related conflicts.
The result as presented in table 7 showed that there is agreement
between school heads and teachers over the use of engaging pupils on a
round table discussion (Integrating strategy); making pupils to succumb to
their colleagues (Obliging strategies) and managing the conflict to a level
(Compromising strategy) in managing conflicts amongst pupils. This is true
because a wholesome environment that promotes effective learning can be
achieved when pupils that are in conflicts over some issue, are brought
together for discussion and negotiation by the authority. Thus it builds into
pupils a co-operative attitude, love and confidence for their school. In this
line, Aula (2000) opined that pupils participation when their matter is
discussed opens doors for pupils co-operation and confidence, trust and
reliability in the institution. Also, proactive conflict management skills can
be used by providing incentive to the institutional members. These
palliatives can whittle down the tendency for conflicts amongst the workers.
Workers‟ welfare like provision of accommodation, workshops, seminars,
and other propitiatory gifts are essential. Thus, Oboegbulem in Mgbodile
(2004) contended that a teacher who has no house to live in should be given
accommodation in the school compound. Teachers and school heads
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114
however, rejected Avoiding and Dominating strategies for management of
conflicts amongst pupils in the school.
6. Conflict management strategies utilized by school heads to manage
conflicts between school and host community.
Results of data analysis in table 8 revealed that conflicts between
school and the host community can be managed by: making the school
succumb to the community, convincing the community to concede to the
school authority (Obliging strategy) and addressing the school – community
conflict partially(Compromising strategy). Operationally, some communities
are sticklers to their interests and opinions. In this case, the school has to
succumb to the community‟s interest for the sake of achieving the
educational goals. This is true most especially when the school depends on
the community for procurement of educational facilities. To support this
idea, Ruben (1978) noted that schools who have less capacity to provide for
their facilities have no option other than dance to the tunes of their host
communities who can do this. Similarly, Brewer et al (2002) stressed that
the school is a subset of the host community which conventionally
determines the affairs of the subset. The result showed that school and
community conflict cannot be effectively managed by the use of Avoiding
and Dominating strategies by the school heads in the school.
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Tables 2, 4 and 9 showed the t-test statistics testing of the hypotheses
which revealed that: there is no significant difference between the mean
ratings of school heads and teachers on the use of conflict management
strategies to manage conflicts between school heads and teachers; there is no
significant difference between the mean ratings of school heads and teachers
on the use of conflict management strategies to manage conflicts existing
between teachers and pupils; the mean ratings of school heads and teachers
on the use of conflict management strategies to manage conflicts between
school and the host community will not differ significantly. These imply that
both school heads and teachers have similar opinions with regard to the use
of conflict management strategies to manage conflicts in the primary
schools in Nsukka Education zone.
Conclusion
Based on the results of the study, some conflict management
strategies were popular amongst school heads and teachers. They include
Integrating strategy, Obliging strategy and Comprising strategy. Integrating
strategy involves handling issues on a round table discussion; encouraging
equal participation of all during negotiations for conflicts etc. Obliging
strategy involves: making one party concede to the other in order to save
cost of resources. Compromising strategy involves utilizing some measures
to prevent the occurrence of conflicts in the school; applying partial conflict
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management skills, and making conflicting parties shift ground for mutually
acceptable decision.
In particular, conflicts between school heads and teachers can be
effectively managed using Integrating and Compromising strategies of
conflict management; Conflicts between teachers and pupils can be managed
by the application of Integrating and Compromising strategies; conflicts
between school heads and pupils can be addressed using Integrating and
Obliging strategies. Conflicts existing amongst teachers can be managed by
the use of Obliging, Integrating and Compromising strategies of conflict
management. Pupil related conflicts can be managed by utilizing Integrating,
obliging and compromising strategies while conflicts between school and
host community can be managed by Obliging, Integrating and
Compromising strategies of conflict management in the school. Dominating
and Avoiding strategies, were however found unsuitable by the respondents
for the management of all conflicts in the school.
Finally, there was no significant difference between the mean ratings
of school heads and teachers with regard to the use of Integrating, Obliging
and Compromising strategies of conflict management to manage conflicts
between school heads and teachers, between teachers and pupils, and
between school authority and the host community. Thus, the respondents
(school heads and teachers) have similar view on the use of those conflict
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management strategies to manage conflicts in primary schools in Nsukka
Education zone.
Implications of the Findings
The results of this study have indicated that conflict is a problem in
educational institutions and so if left unchecked can render educational
objectives unattainable . It behoves on the educational managers, the
community, the school heads, the teachers, the pupils etc to endeavour to
ameliorate or better still eliminate all conflicts situations in the school. This
can be done through the utilization of the accepted conflict management
strategies by the respondents. They include Integrating, Obliging and
Compromising strategies.
Knowledge of the popular conflict management strategies as
discussed in the study can create awareness in the part of educational
administrators, Ministry of Education, Education Boards and the
government in general on the better and effective ways of managing
conflicts in the school. This can be done through the utilization of the
accepted conflict management strategies by the respondents. They are
Integrating, Obliging and Compromising strategies.
Recommendations
Based on the findings of this study, the researcher hereby makes the
following as recommendations.
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(1) The school head should emphasise the use of Integrating strategy for
conflict management. It is more effective than Obliging and Compromising
strategies as it encourages participatory decision making.
(2) The Ministry of Education, Education Board, the government, the
stakeholders and policy makers in education should ensure that the concepts
of conflict management strategies are made a learning concept in
educational institutions. This will make the implementation easy and without
problem as institutional members are already aware through instruction the
demands of the strategies.
(3) School heads should ensure that factors that bring about conflicts in
the school are not allowed to occur. Example, there should be proper
clarification of functions of teachers and pupils to avoid interference; there
should be allocation of scarce resources without prejudice and proprietary or
pecuniary consideration.
(4) The host community and the PA (Parents‟ Association) should play
advisory role and collaborate with the school authority rather than
conflicting with it as identified by the study.
Suggestions for Further Research
The following topics are recommended for further studies in the areas
that are not covered in this work:
(1) Constraints to the use of Conflict Management Strategies in managing
conflicts in primary schools.
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119
(2) Conflict Management by secondary school principals and teachers.
(3) Conflict Management and Quality Assurance in primary schools.
(4) Effects of conflicts on pupils performance in primary schools.
Limitations of the Study
The limitations of this study include:
(1) Some teachers did not respond to the items conscientiously in order not to
insult the school head or reveal official secrets of the school and so some
answers were not objective.
(2) Accessibility became a problem as so many primary schools were located in
remote areas with unfavourable terrain.
(3) The number of copies of instrument distributed was less than the number
collected as some respondents either damaged or misplaced them or even
refused to return them.
(4) Some of the items were left unanswered while the answers of some others
were ambiguous.
Summary of the Study
Conflict is a product of interaction between or among people. The
conflicting parties have peculiar interest they represent, pursue, protect or
project. In other words, conflicts occur as a result of social, religious,
cultural, political, professional or occupational considerations. The presence
of conflict in primary schools is glaring and leads to teacher inefficiency,
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120
brings about institutional disquiet, breakdown in communication, co-
ordination and control which therefore impede the attainment of educational
goals and objectives. In other words, conflicts in educational institutions
bring about discontentment, chaos, contradiction and consequential
educational collapse. This prompted the researcher to investigate the conflict
management strategies that are used to manage conflicts in primary schools
in Nsukka education zone. The study focused on the conflict management
strategies used by school heads to manage conflicts between school heads
and teachers; between teachers and pupils; between school heads and pupils;
conflicts amongst teachers; conflicts amongst pupils and school –
community conflicts. Questionnaire was developed and used to elicit
responses from the subjects (school heads and teachers).
The findings indicated that school heads and teachers accepted
integrating, Obliging and Compromising strategies as veritable conflict
management strategies for the management of school conflicts. They
however rejected the use of Dominating and Avoiding strategies for the
management of conflicts in schools. The results also revealed that there was
no significant difference in the mean ratings of school heads and teachers
with regard to how they use the conflict management strategies to manage
conflicts between school heads and teachers, teachers and pupils and school-
community conflicts.
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121
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APPENDIX C
QUESTIONNAIRE
Department of Educational Foundations,
(Educational Admin. and Planning),
University of Nigeria,
Nsukka.
6th April, 2012.
Dear Sir/Madam,
REQUEST TO RESPOND TO RESEARCH QUESTIONNAIRE
I am currently conducting a study titled „Conflict Management
Strategies of Primary School Heads in Nsukka Education Zone of Enugu
State‟.
You are therefore requested to give your maximum assistance by
responding to the items in the questionnaire with all sincerity. Assurance is
hereby given that the responses will be treated with maximum security,
confidentiality and utilisation.
Thanks for your anticipated co-operation.
Yours faithfully,
Onyeke, T.C.
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QUESTIONNAIRE
Conflict Management Strategies of Primary School Heads Questionnaire
(CMSQ)
SECTION A: DEMOGRAPHIC INFORMATION
Fill in the spaces provided and indicate by ticking (√) in the appropriate box.
a. Name of School:_____________________________________
b. Local Government Area:_______________________________
c. Designation: School head Teacher
SECTION B: ITEMS ON CONFLICT MANAGEMENT STRATEGIES OF
PRIMARY SCHOOL HEADS
Instructions: Please tick (√) as appropriate in the spaces provided. The options
are Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD)
with scores 4,3,2 and 1 respectively.
CLUSTER A
Conflicts between school head and teachers can be managed by the head
teacher through:
S/N Items SA A D SD
1 Handling issues on a round table discussion
2 Not involving teachers in addressing the conflict
issues.
3 Avoiding the conflict issue entirely.
4 School head being evasive to managing the
conflict situation.
5 The school head assuming that there is no
conflict.
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6 Utilizing some measures to prevent conflict.
CLUSTER B
Conflicts between teachers and pupils can be managed by the school head
through:
S/N Items SA A D SD
7 Involving teachers and pupils in addressing the
conflict issue.
8 Making pupils concede to teachers.
9 Making teachers succumb to pupils.
10 Neglecting the conflict.
11 Applying partial conflict management skill.
12 School head shunning addressing the conflict
issues.
13 Supporting one party at the detriment of the
other
CLUSTER C
Conflicts between School head and pupils can be managed by the school head
through:
S/N Items SA A D SD
14 Involving school head and pupils in addressing
the issue.
15 Convincing pupils to concede to school head.
16 School head succumbing to pupils.
17 School head assuming there is no conflict.
18 School head neglecting the conflict situation.
19 School head addressing the issue half-way.
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129
CLUSTER D
Conflicts amongst Teachers can be managed by the school head through:
S/N Items SA A D SD
20 Making teachers succumb to their colleagues.
21 Involving the parties in negotiations on peace
22 School head assuming there is no conflict to
face other administrative work.
23 Applying some skills to ameliorate conflict.
24 School head looking down on teachers and their
conflicts.
25 Suppressing the conflict situation
CLUSTER E
Conflicts amongst Pupils can be managed by the school head through:
S/N Items SA A D SD
26 Engaging pupils on a round table discussion.
27 Making pupils to succumb to their colleagues.
28 Disregarding the conflict situation.
29 Avoiding management of the conflict.
30 Managing the conflict to a level
31 Supporting one party to suppress the other
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130
CLUSTER F
Conflicts between school and host community can be managed by the school
head through:
S/N Items SA A D SD
32 Making the school succumb to the community.
33 Convincing the community to concede to
school authority.
34 Avoiding the conflict entirely.
35 Assuming there is no conflict issue to address.
36 Addressing the school-community conflict
partially.
37 Shying away from the case
38 Discouraging any move to broker a peace
39 Turning deaf ear to the conflict situation
40 Making conflicting parties shift ground for
mutually acceptable decision.
131
131
APPENDIX A
Population of school heads and teachers in Nsukka Education Zone
S/N Local
Government
No. of
Schools
No. of School
Heads
No of
Teachers
Total
1 Igbo Etiti 58 58 533 593
2 Nsukka 117 117 1070 1187
3 Uzo-Uwani 67 67 584 651
Grand Total 242 242 2189 2431
Source: Planning, Research and statistics (PRS) Department, Enugu State
Universal Basic Education Board (ESUBEB), Enugu state (2012).
132
132
APPENDIX B
Sample size of school heads and Teachers in Nsukka Education Zone
Teachers population
Total No of
Teachers
Total drawn
S/N Local
Government
School heads Teachers School heads
Teachers Total
No. of
School
heads
50% of
Pop.
No of
Teachers
30% of
Pop.
1 Igbo Etiti 58 29 535 161 593 29 161 190
2 Nsukka 117 59 1070 321 1187 59 321 380
3 Uzo-Uwani 67 33 584 175 651 33 175 208
Total population 424 121 2189 657 2431 121 657 778
133
133
APPENDIX D
RELIABILITY (TRIAL TESTING) RESULT
Reliability
/variables = Item 1 Item 2 Item 3 Item 4 Item 5 Item 6
/SCALE („ALL VARIABLES‟) ALL
/MODEL = ALPHA
/STATISTICS = DESCRIPTIVE
/SUMMARY = MEANS
RELIABILITY (Data Set 0) C: /Documents and Settings/DR. UCHE ASOGWA/My documents/ONYEKE Reliability.
Sav
Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid
Excluded
Total
20
20
40
50.0
50.0
100.0
a Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach‟s
Alpha
Cronbach‟s Alpha Based
on
standardized
items
Item Statistics
.761 .764 .6
Item Statistics Mean Std: Deviation N
Item 1
Item 2
Item 3
Item 4 Item 5
Item 6
2.7500
2.9500
2.6000
2.8000 2.7500
2.8500
.71635
.88704
.75394
.95145 1.01955
.81273
20
20
20
20 20
20
Summary Item Statistics Mean Minimum Maximum Range Maximum
/Minimum
Variance N of Items
Item Means 2.783 2.600 2.950 .350 1.135 .014 6
134
134
Reliability
Scale: ALL VARIABLES
Case Processing Summary N %
Cases Valid
Excluded
Total
20
20
40
50.0
50.0
100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach‟s Alpha
Cronbach‟s
Alpha Based
on
Standardized Items
N of Items
.718 .731 7
Item Statistics Mean Std. Deviation N
Item 7
Item 8 Item 9
Item 10
Item 11
Item 12
Item 13
2.7500
2.9500 2.7500
3.6000
3.7000
2.4500
3.3000
.71635
.88704
.71635
.82078
.80131
.94451
.92338
20
20 20
20
20
20
20
Summary Item Statistics Mean Minimum Maximum Range Maximum
/Minimum
Variance N of Items
Item Means 3.071 2.450 3.700 1.250 1.510 .222 7
Reliability (DataSet0) C:/Documents and Settings/DR. UCHE ASOGWA/My Documents/ONYEKE RELIABILITY.sav
SCALE: ALL VARIABLES
Case Processing Summary
N %
Cases Valid
Excludea
Total
20
20
40
50.0
50.0
100.0
a. Listwise deletion based on all variables in the procedure.
135
135
Reliability Statistics
Cronbach‟s
Alpha
Cronhach‟s
Alpha Based
on Standardized
Items
N of
Items
.701 .702 6
Item Statistics
Mean Std. Deviation N
Item 14 Item 15
Item 16
Item 17 Item 18
Item 19
3.6000 3.7000
2.4500
2.9500 2.8000
2.7500
.82078
.80131
.94451
.88704
.95145
.71635
20 20
20
20 20
20
Summary Item Statistics
Mean Minimum Maximum Range Maximum
/Minimum
Variance N of Items
Item Means 3.042 2.450 3.700 1.250 1.510 .249 6
Reliability (DataSet 0) C:/Documents and Settings/DR. UCHE ASOGWA/.My Documents/ONYEKE RELIABILITY.sav
Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid
Excluded Total
20
20 40
50.0
50.0 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach‟s
Alpha
Cronbach‟s
Alpha Based
on Standardized
Items
N of
Items
.837 .844 .6
Item Statistics
Mean Std. Deviation N
Item 20 Item 21
Item 22
Item 23
2.9500 2.7500
2.9500
2.6000
.88704
.71635
.88704
.75394
20 20
20
20
136
136
Item 24
Item 25
2.8000
2.7500
.95145
1.01955
20
20
Summary Item Statistics
Mean Minimum Maximum Range Maximum /Minimum
Variance N of Items
Item Means 2.800 2.600 2.950 .350 1.135 .018 6
a. Listwise deletion based on all variables in the procedure.
Reliability
Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid Excluded
Total
20 20
40
50.0 50.0
100.0
Reliability Statistics
Cronbach‟s
Alpha
Cronbach‟s
Alpha Based on
Standardized
Items
N of Items
.912 .917 6
Item Statistics
Mean Std. Deviation N
Item 26
Item 27 Item 28
Item 29
Item 30
Item 31
3.6500
3.4000 3.3000
.67082
.75394
.92338
20
20 20
3.6000
3.7000
3.6500
.82078
.80131
.67082
20
20
20
Reliability
Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid
Excludea Total
20
20 40
50.0
50.0 100.0
137
137
a. Listwise deletion based on all variables in the procedure.
138
138
Reliability Statistics
Cronbach‟s
Alpha
Cronbach‟s
Alpha Based on
Standardized
Items
N of Items
.764 .762 9
Item Statistics
Mean Std. Deviation N
Item 32
Item 33
Item 34 Item 35
Item 36
Item 37 Item 38
Item 39
Item 40
3.4000
3.3000
3.6000 3.7000
2.4500
2.9500 2.8000
2.7500
2.9500
.75394
.92338
.82078
.80131
.94451
.88704
.95145
.71635
.88704
20
20
20 20
20
20 20
20
20
Reliability
Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid
Excluded
Total
20
20
40
50.0
50.0
100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach‟s
Alpha
Cronbach‟s
Alpha Based
on Standardized
Items
N of Items
.942 .942 40
139
139
Item Statistics
Mean Std. Deviation N
Item 1 Item 2
Item 3
Item 4 Item 5
Item 6
Item 7 Item 8
Item 9
Item 10
Item 11 Item 12
Item 13
Item 14 Item 15
Item 16
Item 17
Item 18 Item 19
Item 20
Item 21 Item 22
Item 23
Item 24 Item 25
Item 26
Item 27
Item 28 Item 29
Item 30
Item 31 Item 32
Item 33
Item 34 Item 35
Item 36
Item 37
Item 38 Item 39
Item 40
2.7500 2.9500
2.6000
2.8000 2.7500
2.8500
2.7500 2.9500
2.7500
3.6000
3.7000 2.4500
3.3000
3.6000 3.7000
2.4500
2.9500
2.8000 2.7500
2.9500
2.7500 2.9500
2.6000
2.8000 2.7500
3.6500
3.4000
3.3000 3.6000
3.7000
3.6500 3.4000
3.3000
3.6000 3.7000
2.4500
2.9500
2.8000 2.7500
2.9500
.71635
.88704
.75394
.95145 1.01955
.81273
.71635
.88704
.71635
.82078
.80131
.94451
.92338
.82078
.80131
.94451
.88704
.95145
.71635
.88704
.71635
.88704
.75394
.95145 1.01955
.67082
.75394
.92338
.82078
.80131
.67082
.75394
.92338
.82078
.80131
.94451
.88704
.95145
.71635
.88704
20 20
20
20 20
20
20 20
20
20
20 20
20
20 20
20
20
20 20
20
20 20
20
20 20
20
20
20 20
20
20 20
20
20 20
20
20
20 20
20
140
140
APPENDIX E
RESULT OF DATA ANALYSIS
Descriptives
Descriptive Statistics
N Mean Std. Deviation
Handling issues on a round
table discussion 778 3.85 .402
Not involving teachers in
addressing the conflict issues. 778 1.90 .295
Avoiding the conflict issue
entirely. 778 1.25 .683
School head being evasive to
managing the conflict situation. 778 1.98 .316
The school head assuming that
there is no conflict. 778 1.08 .320
Utilizing some measures to
prevent conflict. 778 3.14 .357
Valid N (listwise) 778
Descriptives
Descriptive Statistics
N Mean Std. Deviation
Involving teachers and pupils in
addressing the conflict issue. 778 3.75 .687
Making pupils concede to
teachers. 778 3.72 .635
Making teachers succumb to
pupils. 778 1.26 .519
Neglecting the conflict. 778 1.19 .453
Applying partial conflict
management skill. 778 2.79 .537
School head shunning
addressing the conflict issues. 778 1.95 .369
141
141
Supporting one party at the
detriment of the other 778 1.24 .544
Valid N (listwise) 778
Descriptives
Descriptive Statistics
N Mean Std. Deviation
Involving school head and
pupils in addressing the issue. 778 2.99 .508
Convincing pupils to concede to
school head. 778 3.78 .666
School head succumbing to
pupils. 778 1.19 .512
School head assuming there is
no conflict. 778 1.95 .307
School head neglecting the
conflict situation. 778 1.92 .363
School head addressing the
issue half-way. 778 1.91 .407
Valid N (listwise) 778
Descriptives
Descriptive Statistics
N Mean Std. Deviation
Making teachers succumb to
their colleagues. 778 3.03 .438
Shunning addressing the
conflict. 778 3.78 .633
School head assuming there is
no conflict to face other
administrative work.
778 1.20 .533
Applying some skills to
ameliorate conflict. 778 2.98 .456
School head looking down on
teachers and their conflicts. 778 1.13 .384
142
142
Suppressing the conflict
situation 778 2.04 .420
Valid N (listwise) 778
Descriptives
Descriptive Statistics
N Mean Std. Deviation
Engaging pupils on a round
table discussion. 778 3.85 .441
Making pupils to succumb to
their colleagues. 778 2.97 .327
Disregarding the conflict
situation. 778 1.93 .296
Avoiding management of the
conflict. 778 1.15 .471
Managing the conflict to a level 778 2.97 .310
Supporting one party to
suppress the other 778 1.16 .399
Valid N (listwise) 778
Descriptives
Descriptive Statistics
N Mean Std. Deviation
Making the school succumb to
the community. 778 2.96 .523
Convincing the community to
concede to school authority. 778 3.01 .430
Avoiding the conflict entirely. 778 1.18 .476
Assuming there is no conflict
issue to address. 778 1.87 .374
Addressing the school-
community conflict partially. 778 2.81 .546
Shying away from the case 778 1.06 .250
Discouraging any move to
broker a peace 778 1.18 .456
Turning deaf ear to the conflict
situation 778 1.07 .309
143
143
Making conflicting parties shift
ground for mutually acceptable
decision.
778 3.08 .507
Valid N (listwise) 778
Oneway
N Mean Std. Deviation
Handling issues on a round table discussion
Head teachers 121 3.88 .331
Teachers 657 3.84 .414
Total 778 3.85 .402
Not involving teachers in addressing the conflict issues.
Head teachers 121 2.00 .000
Teachers 657 1.89 .318
Total 778 1.90 .295
Avoiding the conflict issue entirely.
Head teachers 121 1.37 .914
Teachers 657 1.23 .629
Total 778 1.25 .683
School head being evasive to managing the conflict situation.
Head teachers 121 2.00 .000
Teachers 657 1.98 .344
Total 778 1.98 .316
The school head assuming that there is no conflict.
Head teachers 121 1.05 .218
Teachers 657 1.08 .335
Total 778 1.08 .320
Utilizing some measures to prevent conflict.
Head teachers 121 3.20 .400
Teachers 657 3.13 .348
Total 778 3.14 .357
Involving teachers and pupils in addressing the conflict issue.
Head teachers 121 3.85 .357
Teachers 657 3.74 .730
Total 778 3.75 .687
Making pupils concede to teachers.
Head teachers 121 3.65 .655
Teachers 657 3.73 .631
Total 778 3.72 .635
Making teachers succumb to pupils.
Head teachers 121 1.32 .469
Teachers 657 1.25 .527
Total 778 1.26 .519
Neglecting the conflict. Head teachers 121 1.20 .459
Teachers 657 1.18 .452
Total 778 1.19 .453
Applying partial conflict management skill.
Head teachers 121 2.80 .557
Teachers 657 2.79 .534
Total 778 2.79 .537
School head shunning addressing the conflict issues.
Head teachers 121 1.85 .357
Teachers 657 1.96 .369
Total 778 1.95 .369
144
144
Supporting one party at the detriment of the other
Head teachers 121 1.22 .570
Teachers 657 1.24 .540
Total 778 1.24 .544
Involving school head and pupils in addressing the issue.
Head teachers 121 3.00 .387
Teachers 657 2.99 .528
Total 778 2.99 .508
Convincing pupils to concede to school head.
Head teachers 121 3.65 .854
Teachers 657 3.80 .624
Total 778 3.78 .666
School head succumbing to pupils.
Head teachers 121 1.28 .595
Teachers 657 1.17 .494
Total 778 1.19 .512
School head assuming there is no conflict.
Head teachers 121 1.90 .300
Teachers 657 1.96 .307
Total 778 1.95 .307
School head neglecting the conflict situation.
Head teachers 121 1.88 .331
Teachers 657 1.92 .368
Total 778 1.92 .363
School head addressing the issue half-way.
Head teachers 121 1.88 .399
Teachers 657 1.92 .409
Total 778 1.91 .407
Making teachers succumb to their colleagues.
Head teachers 121 3.00 .447
Teachers 657 3.04 .437
Total 778 3.03 .438
Shunning addressing the conflict.
Head teachers 121 3.68 .608
Teachers 657 3.80 .636
Total 778 3.78 .633
School head assuming there is no conflict to face other administrative work.
Head teachers 121 1.22 .474
Teachers 657 1.20 .543
Total 778 1.20 .533
Applying some skills to ameliorate conflict.
Head teachers 121 2.95 .312
Teachers 657 2.98 .478
Total 778 2.98 .456
School head looking down on teachers and their conflicts.
Head teachers 121 1.05 .218
Teachers 657 1.15 .406
Total 778 1.13 .384
Suppressing the conflict situation
Head teachers 121 2.05 .384
Teachers 657 2.04 .426
Total 778 2.04 .420
Engaging pupils on a round table discussion.
Head teachers 121 3.78 .418
Teachers 657 3.87 .444
Total 778 3.85 .441
Making pupils to succumb to their colleagues.
Head teachers 121 3.00 .224
Teachers 657 2.96 .343
Total 778 2.97 .327
Disregarding the conflict situation.
Head teachers 121 1.95 .218
Teachers 657 1.93 .309
Total 778 1.93 .296
145
145
Avoiding management of the conflict.
Head teachers 121 1.23 .479
Teachers 657 1.14 .468
Total 778 1.15 .471
Managing the conflict to a level Head teachers 121 2.98 .418
Teachers 657 2.97 .286
Total 778 2.97 .310
Supporting one party to suppress the other
Head teachers 121 1.27 .592
Teachers 657 1.14 .349
Total 778 1.16 .399
Making the school succumb to the community.
Head teachers 121 3.13 .645
Teachers 657 2.93 .492
Total 778 2.96 .523
Convincing the community to concede to school authority.
Head teachers 121 2.85 .422
Teachers 657 3.04 .426
Total 778 3.01 .430
Avoiding the conflict entirely. Head teachers 121 1.16 .365
Teachers 657 1.19 .494
Total 778 1.18 .476
Assuming there is no conflict issue to address.
Head teachers 121 1.85 .357
Teachers 657 1.87 .377
Total 778 1.87 .374
Addressing the school-community conflict partially.
Head teachers 121 2.80 .600
Teachers 657 2.82 .535
Total 778 2.81 .546
Shying away from the case Head teachers 121 1.02 .156
Teachers 657 1.06 .263
Total 778 1.06 .250
Discouraging any move to broker a peace
Head teachers 121 1.25 .434
Teachers 657 1.16 .459
Total 778 1.18 .456
Turning deaf ear to the conflict situation
Head teachers 121 1.02 .156
Teachers 657 1.08 .329
Total 778 1.07 .309
Making conflicting parties shift ground for mutually acceptable decision.
Head teachers 121 3.32 .469
Teachers 657 3.03 .501
Total 778 3.08 .507
146
146
Hypothesis 1
Group Statistics
Designation N Mean Std. Deviation Std. Error Mean
Handling issues on a round
table discussion
Head teachers 121 3.88 .331 .030
Teachers 657 3.84 .414 .016
Not involving teachers in
addressing the conflict issues.
Head teachers 121 2.00 .000 .000
Teachers 657 1.89 .318 .012
Avoiding the conflict issue
entirely.
Head teachers 121 1.37 .914 .083
Teachers 657 1.23 .629 .025
School head being evasive to
managing the conflict situation.
Head teachers 121 2.00 .000 .000
Teachers 657 1.98 .344 .013
The school head assuming that
there is no conflict.
Head teachers 121 1.05 .218 .020
Teachers 657 1.08 .335 .013
Utilizing some measures to
prevent conflict.
Head teachers 121 3.20 .400 .036
Teachers 657 3.13 .348 .014
147
147
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
Handling issues on a round
table discussion
Equal variances assumed 3.483 .062 .902 776 .368 .036 .040 -.042 .114
Equal variances not assumed 1.050 196.015 .295 .036 .034 -.031 .103
Not involving teachers in
addressing the conflict issues.
Equal variances assumed 81.978 .000 3.944 776 .000 .114 .029 .057 .171
Equal variances not assumed 9.194 656.000 .000 .114 .012 .090 .139
Avoiding the conflict issue
entirely.
Equal variances assumed 18.437 .000 2.131 776 .033 .144 .067 .011 .276
Equal variances not assumed 1.657 141.664 .100 .144 .087 -.028 .315
School head being evasive to
managing the conflict situation.
Equal variances assumed 18.527 .000 .583 776 .560 .018 .031 -.043 .080
Equal variances not assumed 1.360 656.000 .174 .018 .013 -.008 .045
The school head assuming that
there is no conflict.
Equal variances assumed 4.377 .037 -1.031 776 .303 -.033 .032 -.095 .029
Equal variances not assumed -1.374 238.720 .171 -.033 .024 -.079 .014
Utilizing some measures to
prevent conflict.
Equal variances assumed 11.728 .001 2.000 776 .066 .070 .035 .001 .140
Equal variances not assumed 1.815 155.074 .071 .070 .039 -.006 .147
148
148
T-Test
Group Statistics
Category N Mean Std. Deviation Std. Error Mean
Hypothesis 1 Head teachers 121 2.2500 1.08617 .44343
Teachers 657 2.1917 1.08571 .44324
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
Hypothesis 1 Equal variances assumed .000 .994 .093 776 .928 .05833 .62697 -1.33864 1.45531
Equal variances not assumed .093 656.000 .928 .05833 .62697 -1.33864 1.45531
Hypothesis 2
Group Statistics
Designation N Mean Std. Deviation Std. Error Mean
Involving teachers and pupils in
addressing the conflict issue.
Head teachers 121 3.85 .357 .032
Teachers 657 3.74 .730 .028
Making pupils concede to
teachers.
Head teachers 121 3.65 .655 .060
Teachers 657 3.73 .631 .025
149
149
Making teachers succumb to
pupils.
Head teachers 121 1.32 .469 .043
Teachers 657 1.25 .527 .021
Neglecting the conflict. Head teachers 121 1.20 .459 .042
Teachers 657 1.18 .452 .018
Applying partial conflict
management skill.
Head teachers 121 2.80 .557 .051
Teachers 657 2.79 .534 .021
School head shunning
addressing the conflict issues.
Head teachers 121 1.85 .357 .032
Teachers 657 1.96 .369 .014
Supporting one party at the
detriment of the other
Head teachers 121 1.22 .570 .052
Teachers 657 1.24 .540 .021
150
150
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
Involving teachers and pupils in
addressing the conflict issue.
Equal variances assumed 14.079 .000 1.710 776 .088 .116 .068 -.017 .249
Equal variances not assumed 2.686 338.978 .008 .116 .043 .031 .201
Making pupils concede to
teachers.
Equal variances assumed 3.834 .051 -1.237 776 .216 -.078 .063 -.201 .046
Equal variances not assumed -1.206 163.729 .229 -.078 .064 -.205 .049
Making teachers succumb to
pupils.
Equal variances assumed 2.241 .135 1.477 776 .140 .076 .051 -.025 .176
Equal variances not assumed 1.599 180.381 .111 .076 .047 -.018 .169
Neglecting the conflict. Equal variances assumed .411 .521 .350 776 .726 .016 .045 -.072 .104
Equal variances not assumed .347 165.825 .729 .016 .045 -.074 .105
Applying partial conflict
management skill.
Equal variances assumed .054 .816 .220 776 .826 .012 .053 -.093 .116
Equal variances not assumed .214 163.185 .831 .012 .055 -.096 .120
School head shunning
addressing the conflict issues.
Equal variances assumed 8.900 .003 -3.092 776 .002 -.112 .036 -.183 -.041
Equal variances not assumed -3.159 170.441 .002 -.112 .036 -.182 -.042
Supporting one party at the
detriment of the other
Equal variances assumed .026 .873 -.266 776 .791 -.014 .054 -.120 .091
Equal variances not assumed -.256 162.077 .798 -.014 .056 -.125 .096
T-Test
151
151
Group Statistics
Category N Mean Std. Deviation Std. Error Mean
Hypothesis 2 Head teachers 121 2.2700 1.15528 .43665
Teachers 657 2.2700 1.15097 .43503
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
Hypothesis 2 Equal variances assumed .002 .961 .000 776 1.000 .00000 .61637 -1.34296 1.34296
Equal variances not assumed .000 163.185 1.000 .00000 .61637 -1.34296 1.34296
Hypothesis 3
Group Statistics
Designation N Mean Std. Deviation Std. Error Mean
Making the school succumb to
the community.
Head teachers 121 3.13 .645 .059
Teachers 657 2.93 .492 .019
Convincing the community to
concede to school authority.
Head teachers 121 2.85 .422 .038
Teachers 657 3.04 .426 .017
Avoiding the conflict entirely. Head teachers 121 1.16 .365 .033
Teachers 657 1.19 .494 .019
Assuming there is no conflict Head teachers 121 1.85 .357 .032
152
152
issue to address. Teachers 657 1.87 .377 .015
Addressing the school-
community conflict partially.
Head teachers 121 2.80 .600 .055
Teachers 657 2.82 .535 .021
Shying away from the case Head teachers 121 1.02 .156 .014
Teachers 657 1.06 .263 .010
Discouraging any move to
broker a peace
Head teachers 121 1.25 .434 .039
Teachers 657 1.16 .459 .018
Turning deaf ear to the conflict
situation
Head teachers 121 1.02 .156 .014
Teachers 657 1.08 .329 .013
Making conflicting parties shift
ground for mutually acceptable
decision.
Head teachers 121 3.32 .469 .043
Teachers 657 3.03 .501 .020
Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
Making the school succumb to
the community.
Equal variances assumed 22.357 .000 4.005 776 .000 .205 .051 .105 .306
Equal variances not assumed 3.329 146.757 .001 .205 .062 .083 .327
Convincing the community to
concede to school authority.
Equal variances assumed 5.080 .024 -4.403 776 .000 -.185 .042 -.268 -.103
Equal variances not assumed -4.436 168.332 .000 -.185 .042 -.268 -.103
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Avoiding the conflict entirely. Equal variances assumed 2.071 .150 -.641 776 .522 -.030 .047 -.123 .062
Equal variances not assumed -.786 209.996 .433 -.030 .038 -.106 .046
Assuming there is no conflict
issue to address.
Equal variances assumed .075 .784 -.441 776 .659 -.016 .037 -.089 .056
Equal variances not assumed -.458 173.061 .647 -.016 .036 -.087 .054
Addressing the school-
community conflict partially.
Equal variances assumed .429 .513 -.291 776 .771 -.016 .054 -.122 .090
Equal variances not assumed -.269 157.130 .789 -.016 .058 -.131 .100
Shying away from the case Equal variances assumed 10.662 .001 -1.587 776 .113 -.039 .025 -.088 .009
Equal variances not assumed -2.235 264.727 .026 -.039 .018 -.074 -.005
Discouraging any move to
broker a peace
Equal variances assumed 6.736 .010 1.855 776 .064 .084 .045 -.005 .172
Equal variances not assumed 1.930 173.306 .055 .084 .043 -.002 .169
Turning deaf ear to the conflict
situation
Equal variances assumed 12.466 .000 -1.730 776 .084 -.053 .031 -.113 .007
Equal variances not assumed -2.760 353.383 .006 -.053 .019 -.090 -.015
Making conflicting parties shift
ground for mutually acceptable
decision.
Equal variances assumed 27.248 .000 5.920 776 .000 .290 .049 .194 .387
Equal variances not assumed 6.188 174.140 .000 .290 .047 .198 .383
T-Test
Group Statistics
Category N Mean Std. Deviation Std. Error Mean
Hypothesis 3 Head teachers 121 2.0444 .97310 .32437
Teachers 657 2.0200 .92092 .30697
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Independent Samples Test
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. t df Sig. (2-tailed) Mean Difference
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
Hypothesis 3 Equal variances assumed .090 .768 .055 776 .957 .02444 .44660 -.92230 .97118
Equal variances not assumed .055 168.332 .957 .02444 .44660 -.92253 .97142
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CONFLICT MANAGEMENT STRATEGIES OF PRIMARY SCHOOL HEADS IN NSUKKA
EDUCATION ZONE OF ENUGU STATE
(CHAPTERS FOUR AND FIVE)
BY
ONYEKE THADDEUS CHIDI
PG/M.ED/09/51048
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DEPARTMENT OF EDUCATIONAL FOUNDATIONS
(EDUCATIONAL ADMINISTRATION AND PLANNING)
UNIVERSITY OF NIGERIA, NSUKKA
SUPERVISOR: DR. UCHE ASOGWA
JUNE, 2012
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TITLE PAGE
CONFLICT MANAGEMENT STRATEGIES OF PRIMARY SCHOOL HEADS IN NSUKKA EDUCATION ZONE OF ENUGU STATE
A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS UNIVERSITY OF NIGERIA,
NSUKKA
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE OF MASTERS OF EDUCATION (M.ED) IN
EDUCATIONAL ADMINISTRATION AND PLANNING
BY
ONYEKE THADDEUS CHIDI
PG/M.ED/09/51048
JUNE 2012
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APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS, FACULTY OF EDUCATION,
UNIVERSITY OF NIGERIA, NSUKKA
BY
DR. UCHE ASOGWA ASS. PROF. J.C. OMEJE
(SUPERVISOR) (INTERNAL EXAMINER)
PROF. G.C UNACHUKWU DR. D.U NGWOKE
(EXTERNAL EXAMINER) (HEAD OF DEPARTMENT)
PROF. ICS IFELUNNI
DEAN OF FACULTY
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ABSTRACT
This study was designed to identify the conflict management strategies used by school heads to manage conflicts in primary schools in Nsukka
education zone of Enugu state. It was necessitated by excruciating challenges posed by conflicts in primary educational system in the zone. The conflict
management strategies identified and discussed are Integrating strategy, Obliging strategy, Dominating strategy, Avoiding strategy and compromising
strategy. Six research questions and three null hypotheses were formulated to guide the study. The research design adopted was a descriptive survey.
Using proportionate stratified random sampling, one hundred and twenty one (121) school heads and six hundred and fifty seven (657) teachers were
drawn as sample for the study.
Questionnaire was used to elicit responses from the sample. The reliability of the instrument was determined at 0.94 using Crobach Alpha (α). Mean (x)
was used to answer the research questions while t-test statistics were used to test the null hypotheses at 0.05 level of significance. The results of data
analysis showed that conflicts between school heads and teachers, between teachers and pupils, school heads and pupils, conflicts amongst teachers,
conflicts amongst pupils and school-community conflicts can be effectively managed by the use of three conflicts management strategies namely
integrating strategy, obliging strategy and compromising strategy. The respondents (schools heads and teachers) however did not accept Dominating
strategy and Avoiding strategy for conflict management in the schools. Based on the above findings, it is therefore recommended that school heads
should endeavour to allocate school resources and functions without proprietory consideration and prejudice as these are major causes of conflicts in the
school, and that school heads should utilize the three popular conflict management strategies (integrating, obliging and compromising) for effective
conflict management in the school.
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CERTIFICATION
ONYEKE, THADDEUS CHIDI, a postgraduate student in the department of Educational Foundations with registration
number PG/M.ED/09/51048 has satisfactorily completed the requirements for course work and research work for a master‟s
degree in Educational Administration and Planning in the department of Educational Foundations, University of Nigeria, Nsukka.
The work embodied in this Thesis is original and has not been submitted in part or in full for any Diploma or Degree of this or any
other university.
Onyeke Thaddeus Chidi Dr. Uche Asogwa
(Student) (Supervisor)
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DEDICATION
This work is dedicated firstly to God Almighty for His love, protection and guidance and secondly my family, parents, brothers, sisters, well wishers and loved ones who always stood behind me during the academic
programme.
ACKNOWLEDGEMENTS
The researcher wishes to thank God Almighty, the source of wisdom and knowledge, for giving me the
health, intellect, opportunity and focus for more education. Knowledge liberates man from the shackles of ignorance, illiteracy, illiberality and obscurantism thence his freedom and awareness. Every work owes some debt
to people who have contributed significantly to its success.
The researcher is grateful to his supervisor, Dr. Uche Asogwa for his dedication, zeal, enthusiasm and passion he demonstrated in reading my work. Thank you for the painstaking academic partnership. Thanks are
due to my accomplished lecturers: Prof. N.O. Ogbonnaya, Prof. Rev. Fr. A. Akubue, Prof (Mrs.) C.U. Onwurah,
Dr.(Mrs.) G.T.U. Chiaha, Dr. S.C. Ugwoke, Dr. L.K. Ejionueme and Dr.(Mrs.) A. Oboegbulem for their erudition in lecture delivery, quality attention with good tradition, character moulding and contribution to the
quality assurance of the work.
The researcher acknowledges the efforts of the family. Mrs. Augustina Ifesinachi Onyeke is an exceptional wife. I thank her for her outstanding industry, caring and support that I have relatively no reason for not achieving
much more than I am said to have achieved. My dear parents, Mr. David Nwidogwu Onyeke (late) and Mrs.
Victoria Oyidi Onyeke whose tutelage and mentorship were the kick-start of my education deserve
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commendation. My mother-in-law, Mrs. Josephine Amujiri Uga, my foster children, Chinedu, Chukwudi and
Nkolika are commended for their own roles. The researcher thanks in a special way a celebrity of our time, Chief C.U. Attama (Onwa Nsukka n‟Abuja).
Onwa (Ezechinyelugo), who has attained true great lofty heights, is the raison d’etre of my tertiary education.
Other people that deserve the researcher‟s commendation are: Mr. & Mrs. Venitus Ugwu, Mr. & Mrs. Donatus Nsoke, Mr. & Mrs. S.I. Odo, Pharm. Gerald Ugodi, Messrs Sunday Duhu, Peter Nnadi, Christian Egwu, Mr. and
Mrs Alex Uneze, Ms. Lawrencia Aluka, Mr. & Mrs. Simon Ezike, Mr. & Mrs. Alphonsus Ugwueke, Mr. & Mrs.
Sunday Ugwuokwo, Mr. & Mrs. Fidelis Ugwuezugwu and Dr. & Mrs. Okey Ovaga for their courage and pecuniary support during research field work.
The researcher also extends his appreciation to the authors, writers and contributors whose materials were
used for essential information and facts. The typist, Evan Obiabuchi who did the typesetting and brought the work to this form deserve commendation. Evan is so wonderful that she always yielded to instructions each time with
equanimity. The research assistants deserve commendation for the resounding model of commitment.
The researcher classmates namely Ernest, Philip, Duru, Sandra I, Sandra II, Agu, Ezeagu, Okpe, Momoh, Nweze, Ezea, Unoaku, Udoka, Lady Ann and others are also commended for the wonderful cooperation and spirit
of brotherhood which formed the most part of our relish throughout our stay. The cordiality and intimacy which
were thrilling must be emphasized. Finally, the researcher thanks in a special way all the school heads and teachers of pubic primary schools in Nsukka Education zone whose individual responses formed the data for this
research work.
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