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CONFLICT MANAGEMENT STRATEGIES AND TEACHING EFFECTIVENESS ON PUBLIC SECONDARY SCHOOLS IN OYO STATE, NIGERIA
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
Conflict in educational settings is an inevitable phenomenon due to the complex interactions between students, teachers, administrators, and parents. These conflicts may arise from differences in perspectives, values, expectations, and personalities (Obi, 2017). In public secondary schools in Nigeria, conflict management strategies (CMS) are essential to ensuring that these challenges do not negatively impact teaching effectiveness and student learning outcomes (Ogunyemi, 2019). Teaching effectiveness is the ability of educators to facilitate learning, engage students, and manage classroom dynamics while fostering a positive environment for academic success (Ali & Ahmed, 2020).
In Oyo State, as in many other regions of Nigeria, conflict in schools often arises due to issues such as inadequate resources, lack of proper communication, students’ behavioral problems, and differences in the teaching methods employed by educators (Adeyemo, 2018). The ability of school administrators and teachers to manage these conflicts constructively plays a significant role in enhancing teaching effectiveness and overall school performance (Ogunyemi, 2020).
The role of conflict management strategies (CMS) in enhancing teaching effectiveness has been widely discussed in the literature. Scholars have emphasized the importance of adopting proactive and preventive CMS to improve teacher-student relationships, classroom management, and overall academic performance (Ali, 2019; Kalu, 2021). The application of effective CMS can transform a chaotic classroom into a productive learning environment, where both students and teachers feel motivated and engaged (Dada, 2020).
1.2 Statement of the Problem
In recent years, Oyo State has witnessed increasing conflicts within its public secondary schools. These conflicts often manifest between teachers and students, among students themselves, and between teachers and school administrators. These conflicts are believed to have a significant impact on teaching effectiveness, particularly in the delivery of curriculum content, classroom management, and teacher-student relationships (Adebayo, 2021). The ability to handle conflicts efficiently is essential for maintaining a conducive learning environment, yet many educators and administrators lack the necessary skills to manage these conflicts effectively (Ogunyemi, 2020).
Furthermore, while several studies have examined conflict in Nigerian schools, there is a gap in research regarding the specific conflict management strategies that can enhance teaching effectiveness in public secondary schools in Oyo State. This study aims to fill this gap by investigating the relationship between conflict management strategies and teaching effectiveness in these schools.
1.3 Objectives of the Study
The primary objectives of this study are to:
Examine the different conflict management strategies employed by teachers and administrators in public secondary schools in Oyo State.
Evaluate the impact of conflict management strategies on teaching effectiveness in these schools.
Identify the factors that influence the selection and implementation of conflict management strategies in Oyo State public secondary schools.
Recommend effective conflict management strategies to enhance teaching effectiveness in public secondary schools in Oyo State.
1.4 Research Questions
This study seeks to answer the following research questions:
What are the common conflict management strategies used by teachers and administrators in public secondary schools in Oyo State?
How do conflict management strategies influence teaching effectiveness in public secondary schools in Oyo State?
What factors influence the choice of conflict management strategies in public secondary schools in Oyo State?
1.5 Hypotheses
The study will test the following hypotheses:
H1: There is a significant relationship between conflict management strategies and teaching effectiveness in public secondary schools in Oyo State.
H2: The choice of conflict management strategy is influenced by teacher training and the availability of resources in public secondary schools in Oyo State.
1.6 Significance of the Study
This study is significant for several reasons. First, it will contribute to the existing body of knowledge on conflict management in educational settings, particularly within the context of Nigerian secondary schools. Second, the findings of this study will provide valuable insights for school administrators, policymakers, and educators in Oyo State and beyond, on how to implement effective conflict management strategies that can enhance teaching effectiveness. Moreover, the study’s recommendations can assist in the development of training programs for teachers and administrators on conflict resolution techniques and strategies that foster a conducive teaching and learning environment (Okafor, 2019).
1.7 Scope of the Study
The study focuses on public secondary schools in Oyo State, Nigeria. It will examine conflict management strategies employed by teachers, school administrators, and the impact of these strategies on teaching effectiveness. The study will be limited to a selection of schools in urban and rural areas of the state to provide a balanced view of conflict management in different school settings.
1.8 Definition of Terms
Conflict Management: The process of identifying and addressing differences in a constructive way to prevent escalation and ensure a peaceful environment (Ogunyemi, 2020).
Teaching Effectiveness: The ability of teachers to engage students, manage classrooms, and achieve academic goals (Ali & Ahmed, 2020).
Public Secondary Schools: Schools funded and managed by the government that provide education at the secondary level in Nigeria.
Oyo State: A state in southwestern Nigeria known for its diverse educational landscape.
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