ADOPTING EFFECTIVE CONFLICT RESOLUTION STRATEGIES IN SECONDARY SCHOOL PRINCIPAL-TEACHER CONFLICTS IN LAGOS STATE, NIGERIA BY DR. (MRS) OSHIONEBO, ESTHER EMIKE Department of Educational Administration, Faculty of Education, University of Lagos, Akoka – Nigeria Email:
[email protected],
[email protected] Phone: +2348139261874, +2347042241609 and MR. ASHANG, MICHAEL USHIE Department of Vocational and Special Education, Faculty of Education, University of Calabar, Calabar - Nigeria Email:
[email protected],
[email protected] Phone: +2347033198661, +2348024662358
Abstract The study aimed at determining the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria. One research question and hypothesis were formulated to guide the study. The target population for this study was 2,231 respondents comprising 2,021 Secondary School Teachers and 210 School Principals. A total of 202 teachers and 21 principals were selected using simple random sampling technique. Administrative Strategies for Conflict Resolution (ASCR) questionnaire was structured instrument used to elicit the needed information from the respondents. The data collected were analyzed using mean and standard deviation to answer the research question and independent ttest statistical tool to test the null hypothesis at 0.05 level of significance and 240 degree of freedom. Findings showed that responses of both categories of respondents favoured the use of dialogue for principal-teacher conflict resolution among other administrative strategies such as dominance, compromise, smoothing, synergy, culture of civility, mediation, negotiation, and communication. It was recommended among other things that in selecting appropriateness of the approach; the nature of the institutions involved, composition of the members and the intensity of the conflict should be systematically considered. Keywords: Principal-Teacher Conflict, Administrative Strategies, Conflict Resolution
INTRODUCTION Conflict between and among groups are common problems of human Endeavour. Conflict is a condition of clash between two or more individuals or parties. It has been defined in many ways by different authorities and school of thoughts. Lewis, French & Steane (1997) simply put it that conflict is a disagreement between two or more people. It occurs when two or more people take different and opposing positions in a situation, expressed verbally or in actions. It ranges from a very mild disagreement to complete breakdown in a relationship or services. Human needs or identity theory assumes that deep rooted conflict is caused by unmet or frustrated human needs for security, identity, recognition, participation and autonomy; while Community or Intercultural theory assumes that conflict is caused by mistrust and hostility between different groups. Whereas conflict transformation theory assumes that conflict is caused by real problem of inequality and injustice through competing social, cultural and economic frameworks. Although it does not necessarily imply hostility, it is the existence of competing or incompatible options. While difficult for some to believe, conflict is not always a bad thing. Humara, Samina and Sumita (2013) asserted that properly handled conflict can provide numerous benefits to individuals such as increased motivation, enhanced problem/solution identification, increased knowledge/skill, and incentive for growth; however, when poorly handled, conflict can decrease productivity, erode trust, increase secrecy and reduce information flow, and cause decision-making paralysis. In an educational perspective, some conflicts are natural and inevitable and may even provide a creative tension that has the effect of improving school performance, while others can significantly weaken school programmes and the need to resolve them become imperative.
Center for Faculty Excellence (CFE, 2004) conceived of the educational system as containing two interdependent but interacting dimensions. The first dimension consists of the constitution, which is defined in terms of its roles. This aspect of the social system is the “nomothetic” dimension. The second aspect the “ideographic” dimension, adds the human element to the social system formulation (Sergiovanni and Starrett, 1983). Edem (1987) argued that there are numbers of conflict situations that could potentially result from the organization’s interaction with its human inhabitants. Among them are role personality conflicts that result from a discrepancy between the pattern of expectations attached to a given role and the patterns of need dispositions of the role incumbent. Principals as chief executive of the school perform more roles with corresponding multiple expectations and the possibility of the role-conflict with their staff cannot be ruled out in the administration of secondary education. It seems that the administrative behaviour of members of institutions will be the result of the nature of the interaction between the nomothetic, that is, the demands of the established institutions, and the idiographic, that is, the personalities and the need-dispositions of their members (Edem, 1987). He also identified three types of conflicts that may arise from the interaction to be role-personality conflicts, role conflicts and personality conflicts. Role- personality conflicts occur when a role expectation ascribed to a position is at variance with the need-disposition of the incumbent. Ndu, Ocho and Okeke (1997) saw conflict as emanating from insults, name calling, deformation of character, blackmailing, stepping into another’s shoes, sarcasm, false accusations, and withdrawal of service. At this point, it would suffice to adopt the views of Edem (1987) that conflicts inherent in the school system are: the role perception of the members, where role perception operationally refers to how members (teachers) think they are expected to behave and how others actually expect them
to behave. Besides, the discrepancies between the way school principals perceive their roles and how they actually perform these roles can create a serious conflict. This is more so when the roles expected to be performed by principals are not properly defined couple sometimes with the conflict directives from the schools board which principals and staff may be expected to comply with. Eganga (2000) contended that conflicts may indicate the existence of incompatible activities in relation to information belief, interest and desire resulting from the diversified and contradicting role performed by principals and teachers in their normal interactions with both their subordinates and superordinates. Gray and Starke (1998) reported that conflict arises when the behaviour by a person or group is purposely designed to inhibit the attainment of goals by another person or group. Changes in the social environment, such as contestable access to new political positions, or perceptions of new resources arising from development in the physical environment, are fertile grounds for conflicts involving individuals and groups who are interested in using these new resources to achieve their goals (Otite, 1999). Administratively, principal-teacher conflict resolution strategies in School become pertinent. It is pertinent at this juncture to note that conflict management is the strategy employed to reduce the frequency of destructive encounters by strengthening the inhibitors to conflict actions and avoid triggering off events (Ogonor, 2004). It entails the development and implementation of peaceful methods and those involved should be capable of demonstrating patience, sincerity, wit, physical endurance, wisdom and probing skills. On the other hand, conflict resolution focuses on the definite actions undertaken to deal directly with the conflicting parties to eliminate the conflict. There exist a number of strategies that could be used to resolve conflict in schools. They are dominance, compromise, smoothing, synergy, and culture of
civility. Best (2000) recommended conflict resolution strategies to include; mediation, dialogue, arbitration, conciliation, diplomacy, negotiation, and communication. He contended that the most preferred approaches should be dialogue, because a healthy dialogue frees the mind of grudges and bitterness to bury the hatchet and settle the conflict. Unlike dominance which encourages repression and creates a win-lose (Zero-sum) situation, dialogue ends with a “win-win” outcome. Onyeiwe (1991) in his studies on principal–teacher conflicts in secondary schools administration in Imo and Abia States, concluded that dialogue is the most desirable method for the resolution of principal-teacher conflict. Ogonor (2004) posited that conflict resolution is meant to change attitude and perception of disputants and enables them to obtain new information and engage in a process of creative problem-solving through the perception and “reframing” of the conflicting situation using controlled communication. Approaches for reducing conflicts vary, depending on the situations. According to Handy (1998) the following strategies have been found effective in the conflict resolution: withdrawing and retreating from the conflict, neglect or silence, or playing down the differences and emphasizing the values held in common. Rucci (1992) rightly noted that conflict can be resolved through the use of avoidance, forcing and collaboration. There are incidences of mutual hostility in inter-human relationships among principals and teachers of secondary educational institutions in Lagos State. This mutual hostility occurs in the form of insults, roleperception and personality conflicts. The study therefore seeks to investigate the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria. Purpose of the Study
The main purpose of this study was to found out the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria. Specifically, the study sought to: 1. Determine the dimensions of principal-teacher conflicts among secondary schools in Lagos state, Nigeria. 2. Ascertain the causes of principal-teacher conflicts among secondary schools in Lagos state, Nigeria. 3. Investigate into the existing administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria. 4. Found out administrative strategies that are most effective in the resolution of principalteacher conflicts among secondary schools in Lagos state, Nigeria. Research Questions The following questions were posed to guide the study: 1. What are the dimensions of principal-teacher conflicts among secondary schools in Lagos state, Nigeria? 2. What are the causes of principal-teacher conflicts among secondary schools in Lagos state, Nigeria? 3. What are the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria? 4. What are the administrative strategies most effective in the resolution of principal-teacher conflicts among secondary schools in Lagos state, Nigeria? Research Hypotheses The following hypotheses were formulated to direct the study:
1. There is no significant difference in the mean ratings of principals and teachers on the dimensions of principal-teacher conflicts among secondary schools in Lagos state, Nigeria 2. There is no significant difference in the mean ratings of principals and teachers on the causes of principal-teacher conflicts among secondary schools in Lagos state, Nigeria 3. There is no significant difference in the mean ratings of principals and teachers on the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria 4. There is no significant difference in the mean ratings of principals and teachers on the administrative strategies most effective in the resolution of principal-teacher conflicts among secondary schools in Lagos state, Nigeria METHODOLOGY Design of the Study The study employed a survey research design with the use of a structured questionnaire. The design is appropriate for the study since data was obtained from secondary school teachers and school Principals through the use of structured questionnaire on the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria Scope of the Study The study was carried out in Lagos state, Nigeria. The area is made up of six major educational districts; district I, II, III, IV, V and VI. All the educational districts of the state were involved in the study. Population of the study
The target population for this study was 2,231 respondents comprising 2,021 Secondary School Teachers and 210 School Principals in the six educational districts of the state. The population of the study is presented in table 1 Table 1: Distribution of Population of Secondary School Teachers and School Principals According to Educational Districts District
Teachers
Principals
Total
I
337
35
372
II
337
35
372
III
336
35
371
IV
337
35
372
V
337
35
372
VI
337
35
372
Total
2021
210
2231
Sample and Sampling Technique A 10% proportionate sample of 221 secondary school teachers and 21 school principals was involved in the study. This resulted to a total sample size of 242 respondents. A simple random sampling technique was used to select the sample of teachers and principals from each school and educational district accordingly. Instrument for Data Collection Administrative Strategies for Conflict Resolution Questionnaire (ASCRQ) was structured instrument used to elicit the needed information from the respondents. The instrument was made up of items reflecting on the administrative strategies for the resolution principal-teacher
conflicts among secondary schools in Lagos state, Nigeria. The items were drawn and coded based on a Likert-type scale as follows: Strongly Agree
(SA)
4 points
Agree
(A)
3 points
Disagree
(D)
2 points
Strongly Disagree
(SD)
1 point
These responses were based on positively worded items while the reverse was for the negatively worded items. The average score from the coded data (4+3+2+1 =10/4) was 2.50, which was taken as cut-off point for answering the research question analysed. Validity of the Instrument Three experts from Department of the Educational Research and Statistics were selected from University of Lagos and Lagos State University to validate the instrument for data collection. The validators re-structured and organized the instrument to meet the objectives and content of the study. Their comments were used to draft the final copy of the instrument. Reliability of the Instrument For the purpose of determining the reliability of the instrument, copies of the instrument were administered thirty (30) School Teachers and ten (10) School Principals in Cross River State, South-southern Nigeria. The researchers administered copies of the instrument by themselves to the respondents used for the reliability test. The data obtained from the administration of the questionnaire were analyzed using Pearson’s Product Moment Correlation Coefficient (r) and a coefficient of 0.79 was obtained. This shows a high level of consistency, indicating that the instrument was reliable and capable of yielding the desired result for this study.
Procedures for Data Collection The researchers went to each of the selected schools in the educational districts to administer the questionnaire to both secondary school teachers and school principals. The questionnaires were adxministered on face to face basis and were collected back with a 100% collection rate. Method of Data Analysis The data collected for the study were analyzed using mean and standard deviation to answer the research question. Independent t-test statistical tool was used to test the null hypothesis at 0.05 level of significance and 240 degree of freedom. For the research question, an item with mean rating of 2.50 and above was regarded as accepted or agreed while mean response of less than 2.50 was regarded as disagreed. With respect to research hypothesis, the null hypothesis was upheld if the calculated t-value was less than the critical t-value of 1.960. On the other hand, the alternate was accepted if the calculated t-value was greater than the t-tab value. RESULTS Research Question Three What are the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria? To answer this research question, the instrument was presented to respondents to indicate their opinion on administrative strategies for the resolution principal-teacher conflicts among secondary schools. The result is presented in Table 2.
Table 2: Mean ratings of respondents on administrative strategies for the resolution principal-teacher conflicts among secondary schools S/N
Administrative strategies
X
SD
DEC
1
Dominance
3.50
0.53
Agree
2
Compromise
3.46
0.52
Agree
3
Smoothing
3.28
0.46
Agree
4
Synergy
3.43
0.59
Agree
5
culture of civility
3.43
0.59
Agree
6
Mediation
3.47
7
Dialogue
3.37
0.56
Agree
8
Arbitration
3.36
0.61
Agree
9
Conciliation
3.43
0.58
Agree
10
Diplomacy
3.35
0.70
Agree
11
Negotiation
3.39
0.59
Agree
12
Communication
3 27
0.64
Agree
13
withdrawing or retreating
3.30
0.60
Agree
14
neglect or silence
3.36
0.56
Agree
15
emphasis on values held in common
3.42
0.62
Agree
16
Avoidance
3.33
0.69
Agree
17
Veto power
3.28
0.69
Agree
18
Collaboration
3.30
0.67
Agree
0.61
Agree
Note: X = Mean score of respondents; SD= Standard Deviation score of respondents; DEC = Decision Table 2 shows the mean score of respondents on the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria. All items recorded mean scores ranging from 3.27 - 3.50 which were above the cut-off point of 2.50 on the
four-point scale, implying that both respondents agreed that dominance, compromise, smoothing, synergy, culture of civility, mediation, dialogue, negotiation, communication, among others are administrative strategies for the resolution of principal-teacher conflict in the study area. The result also revealed that all the items had SD values ranging from 0.46 - 0.70 indicating that there was less variability in the opinions of the respondents. Research Hypothesis 3 There is no significant difference in the mean ratings of principals and teachers on the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria Table 3: t-test Analysis of respondents on the availability of educational facilities among higher institutions S/N
Administrative Strategies
Principals Teachers X1 SD1 X2 SD2 t-Cal RMK 1 Dominance 3.38 0.58 3.42 0.58 0.30 NS 2 Compromise 3.39 0.62 3.04 0.58 2.63 S 3 Smoothing 3.27 0.63 3.14 0.79 0.75 NS 4 Synergy 3.41 0.59 3.23 0.53 1.47 NS 5 culture of civility 3.27 0.66 3.23 0.43 0.40 NS 6 Mediation 3.23 0.59 3.09 0.65 1.00 NS 7 Dialogue 3.23 0.59 3.09 0.65 1.00 NS 8 Arbitration 3.23 0.59 3.09 0.65 1.00 NS 9 Conciliation 3.23 0.59 3.09 0.65 1.00 NS 10 Diplomacy 3.23 0.59 3.09 0.65 1.00 NS 11 Negotiation 3.23 0.59 3.09 0.65 1.00 NS 12 Communication 3.23 0.59 3.09 0.65 1.00 NS 13 Withdrawing or retreating 3.58 0.89 3.77 0.79 2.90 S 14 neglect or silence 3.39 0.62 3.04 0.58 2.63 S 15 emphasis on values held in common 3.58 0.89 3.77 0.79 2.90 S 16 avoidance 3.58 0.89 3.77 0.79 2.90 S 17 veto power 3.31 0.40 3.14 0.25 2.01 S 18 collaboration 3.58 0.89 3.77 0.79 2.90 S Note: X1 = Mean of group 1, SD1= Standard deviation of group 1, N1 = 221, X2 =Mean of group 2, SD2= Standard deviation of group 2, N2 = 21, NS = Not significant, S= Significant, df =240, t-tab = 1.960
Table 3 shows t-test Analysis of respondents on the administrative strategies for the resolution principal-teacher conflicts among secondary schools in Lagos state, Nigeria. Item 1 and 3-12 recorded t-calculated value ranged from 0.30 – 1.47 which was less than the t-tab value of 1.960 at 0.05 level of significant and 240 degree of freedom. Hence, the null hypothesis was accepted. However, item 2, 13-15 and 17-18 recorded t-cal value ranging from 2.01-2.90 which was greater than the critical t-tab value, implying that the null hypothesis is rejected. DISCUSSION OF FINDINGS Findings of the study revealed dominance, Smoothing, synergy, culture of civility, mediation, dialogue, arbitration, conciliation, diplomacy, negotiation, communication, and avoidance administrative strategies with the potential of resolving principal-teacher conflicts among secondary school in Lagos state, Nigeria. Also, among the strategies mentioned, dialogue was favoured most by principals and teachers in resolving their conflicts. Study conducted by Best (2000) agreed with this study as evident in his recommendations that conflict resolution strategies include; mediation, dialogue, arbitration, conciliation, diplomacy, negotiation, and communication. He further summarized from his findings that the most preferred approach is dialogue, because a healthy dialogue frees the mind of grudges and bitterness to bury the hatchet and settle the conflict. Unlike dominance which encourages repression and creates a win-lose (Zero-sum) situation, dialogue ends with a “win-win” outcome. In addition, Onyeiwe (1991) in his studies on principal–teacher conflicts in secondary schools administration in Imo and Abia State concluded that dialogue is the most desirable method for the resolution of principal-teacher conflict. But Ogonor (2004) posited that conflict resolution is meant to change attitude and perception of disputants and enables them to obtain new information and engage in a process of creative problem-solving through the perception and “reframing” of the conflicting situation
using controlled communication. According to the author, approaches for reducing conflicts vary, depending on the situations. According to Handy (1998), the following strategies have been found effective in the conflict resolution: withdrawing and retreating from the conflict, neglect or silence, or playing down the differences and emphasizing the values held in common. Rucci (1992) rightly noted that conflict can be resolved through the use of avoidance, forcing and collaboration. CONCLUSION Based on the findings made, it was concluded that strong agreement exist between principals and teachers of secondary schools in Lagos State on the use of dialogue as strategy for conflict resolution. Also, principals and teachers disagree with the use of avoidance as strategy for conflict resolution in school. RECOMMENDATIONS Based on the findings and conclusion of the study, the following recommendations are made: 1. For effective resolution of principal-teacher conflicts, some of the strategies discussed could be jointly applied. This is informed by the fact that there is no best way of doing things in selecting appropriate approaches, the nature of the institution involves and the composition of its conflicting members, the nature and intensity of the conflict to be resolved should be systematically considered. 2. The effective school principal should act like a chase player who knows when to hold on and should know when force is needed to get things done and when dialogue is appropriate. 3. Principals as well as teachers should attend periodic conferences, seminars and workshops on conflict; this is to equip them on what to do when conflict arises.
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