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 excreting 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 hypothesis 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 strategy namely Integrating strategy, Obliging strategy and Compromising strategy. The respondents (schools heads and teachers) however did not accept Dominating strategy and Avoiding strategy of 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 proprietary consideration and prejudice as these are major causes of conflicts in the school, and that school head should utilize the three popular conflict management strategies (integrating, obliging and compromising) for effective conflict management in the school.
TABLE OF CONTENTS
Title Page---------i
Approval Page---------ii
Certification -------- -iii
Dedication--------- iv
Acknowledgements------- -v
Abstract--------- vi
List of Tables---------vii
Tables of Contents--------viii
CHAPTER ONE: INTRODUCTION
Background of the Study-------1
Statement of the Problem------- 8
Purpose of the Study--------9
Signifance of the Study-------9
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-----24
Theoretical Framework------59
Theories of Conflict--------59
Khun and Poole’s model-------59
Dechurch and Marks’s Meta-Taxonomy Model----61
Review of Empirical Studies------62
Summary of Literature Review------68
CHAPTER THREE: RESEARCH METHOD
Design of the Study--------70
Area of the Study--------70
Population of the Study-------71
Sample and Sampling Techniques------71
Instrument for Data Collection------72
Validation of the Instrument-------72
Reliability of the Instrument-------73
Method of Data Collection-------73
Method of Data Analysis-------74
CHAPTER FOUR: RESULTS------75
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS
Discussion of Findings-------93
Conclusion---------101
Implications of the Findings-------102
Recommendations--------103
Suggestions for Further Research------104
Limitations of the Study-------105
Summary of the Study-------105
References---------107
Appendix A: Population of School Heads and Teachers in Nsukka
Education Zone----- -112
Appendix B: Sample Size of School Heads and Teachers in Nsukka
Education Zone------113
Appendix C: Questionnaire-------114
Appendix D: Reliability (Trial Testing) Result----115
Appendix E: Result of Data Analysis-----125
