INFLUENCE OF SCHOOL ADMINISTRATORS CONFLICT MANAGEMENT STRATEGIES ON ACADEMIC STAFF JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYO STATE (IBADAN NORTH)
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INFLUENCE OF SCHOOL ADMINISTRATORS CONFLICT MANAGEMENT STRATEGIES ON ACADEMIC STAFF JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYO STATE (IBADAN NORTH)
Abstract
This study investigates the effect of school administrators’ conflict management strategies on the job performance of academic staff in public secondary schools in Ibadan North Local Government Area, Oyo State. The study aims to explore how different approaches to conflict resolution—such as avoidance, accommodation, competition, compromise, and collaboration—employed by school administrators influence the effectiveness, motivation, and productivity of teachers. A descriptive survey research design was adopted, and data were collected through structured questionnaires administered to a sample of academic staff and administrators across selected public secondary schools. The findings reveal a significant relationship between the administrators’ conflict management strategies and staff job performance, with collaborative and compromising strategies showing the most positive impact. Conversely, avoidance and competitive strategies were found to correlate negatively with staff performance. The study recommends targeted professional development for school administrators on effective conflict management practices to enhance a more supportive working environment and improve overall academic outcomes.
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
Conflict is an inevitable aspect of human interaction, particularly in institutions where people from diverse backgrounds work together. In school environments, especially public secondary schools, conflict may arise due to divergent opinions, roles, expectations, and interpersonal relationships. Effective management of such conflict is crucial for maintaining a conducive working environment and ensuring optimal staff performance (Uche & Ogbodo, 2019).
School administrators play a pivotal role in creating and sustaining a peaceful working atmosphere. Their ability to manage conflicts strategically can significantly influence the motivation, satisfaction, and productivity of academic staff (Ajayi & Ayodele, 2018). The use of appropriate conflict management strategies—such as collaboration, compromise, avoidance, competition, and accommodation—can either mitigate or exacerbate disputes within the school setting (Rahim, 2011). These strategies, when properly implemented, have been associated with improved communication, team cohesion, and academic performance of teachers.
In public secondary schools in Oyo State, particularly in Ibadan North, cases of conflict between school administrators and teachers have been documented, often resulting in job dissatisfaction, absenteeism, and reduced performance among academic staff (Oyetunji, 2016). Factors contributing to such conflicts include poor leadership style, lack of participatory decision-making, resource scarcity, and role ambiguity. Unfortunately, when conflicts are not managed effectively, they can escalate and negatively affect the school’s learning environment and objectives.
Given the critical role that academic staff play in implementing curriculum and fostering students’ academic development, it becomes imperative to understand how administrators’ conflict management strategies impact their job performance. This study seeks to explore the nature and effects of these strategies on academic staff performance in public secondary schools within Ibadan North.
1.2 Statement of the Problem
Conflict within educational institutions, if not properly managed, can hinder the achievement of educational goals. Reports have shown that many public secondary schools in Oyo State experience administrative conflicts that affect teacher morale and job output (Adeyemi & Ademilua, 2012). Instances of strained relationships between teachers and administrators due to mismanaged disputes have led to low job commitment, lateness to work, and frequent complaints of administrative bias.
While various studies have highlighted general conflict management approaches in organizations, there is limited empirical evidence focusing specifically on how these strategies affect the job performance of academic staff in Nigerian secondary schools, particularly in Ibadan North. This study fills this gap by examining the effect of conflict management strategies adopted by school administrators on the performance of their academic staff.
1.3 Objectives of the Study
The main objective of this study is to investigate the effect of school administrators’ conflict management strategies on academic staff job performance in public secondary schools in Ibadan North. The specific objectives are to:
Identify the types of conflict management strategies used by school administrators.
Examine the relationship between conflict management strategies and academic staff job performance.
Determine the most effective conflict management strategies that enhance academic staff performance.
Investigate the challenges faced by administrators in managing conflicts in schools.
1.4 Research Questions
The study is guided by the following research questions:
- How effective has collaborative conflict management strategy been used in public secondary schools in ibadan metropolis
- How effective has collaborative conflict management strategy been applied in public secondary schools in ibadan metropolis
- How frequent is accommodating conflict management strategy been applied in public secondary schools in ibadan metropolis
- To what extent has avoiding conflict management strategy been applied in public secondary schools in ibadan metropolis
- What is the level of use of conflict management strategy in public secondary schools in ibadan metropolis
- What is the level of teacher job performance in secondary schools in ibadan metropolis?
1.5 Research Hypotheses
The study will test the following hypotheses:
H01: There is no significant influence of collaborative conflict management strategy on teacher job performance in public secondary schools in ibadan metropolis
H02: Compromising conflict management strategy will not significantly contribute to teacher job performance in public secondary schools in ibadan metropolis
H03: The frequent application of accommodating conflict management strategy will not significantly influence teacher job performance in public secondary schools in ibadan metropolis
H04: There is no significant influence of application of avoiding conflict management strategy on teacher job performance in public secondary schools in ibadan metropolis
H05: The use of competing conflict management strategy will not significantly predict teacher job performance in public secondary schools in ibadan metropolis
H06: There is no significant correlation between collaborative, compromising, accommodating, avoiding and competing conflict management strategies of school administrators and teacher job performance in public secondary schools in ibadan metropolis
H07: Collaorative, compromising, accommodating, avoiding and competing conflict management strategies of school administrators will not jointly contribute to teacher job performance in public secondary schools in ibadan metropolis
H08: Collaorative, compromising, accommodating, avoiding and competing conflict management strategies of school administrators will not jointly predict to teacher job performance in public secondary schools in ibadan metropolis
1.6 Significance of the Study
This study will be of significance to multiple stakeholders in the education sector. For school administrators, it will provide insights into effective conflict resolution strategies that promote better staff performance. Policymakers and education planners will benefit from the findings in developing training programs that enhance conflict management competencies. For academic staff, the study highlights the influence of administrative practices on their work performance. Furthermore, it will serve as a useful resource for future researchers exploring related topics in educational management.
1.7 Scope of the Study
This study is confined to public secondary schools in Ibadan North Local Government Area of Oyo State. It focuses on how conflict management strategies employed by school administrators affect the job performance of academic staff. Private schools, non-teaching staff, and schools outside the local government area are not included.
1.8 Operational Definition of Terms
Conflict Management Strategies: Techniques or methods used by school administrators to handle disputes or disagreements among staff (Rahim, 2011).
Academic Staff: Refers to teachers who are involved in teaching and learning activities in secondary schools.
Job Performance: The level of effectiveness, efficiency, and quality of work output by academic staff, including classroom delivery, assessment, and professional conduct.
School Administrators: Principals and vice-principals responsible for managing school resources and staff.
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