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University of Nigeria Research Publications
MGBEMENA, Nnonyelum Margaret
Aut
hor
PG/M.SC/2000/0635
Title
Conflicts Between Teachers and Supervisors of Instruction
in Secondary Schools: A Case Study of Port Harcourt L.G.A
Facu
lty
Education
Dep
artm
ent
Educational Foundation
Dat
e
October, 2003
Sign
atur
e
COWLICTS BETWEEN TEACHERS AND SYPERVISORS OF
INSTRUCTION IN SECONDARY SCHOOLS: A CASE STUDY OF
PORT HARCOURT LOCAL GOVERNMENT AREA
MGBEMENA, NNONYELUM MARGARET
PGlM.EDl200010P10835
DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
UNIVERS177t' OF N!GERIA,
NSCIKKA
OCTOBER 2003
TITLE PAGE
CONFLICTS BETWEEN TEACHERS AND SUPERVISORS OF
INSTRUCTION IN SECONDARY SCHOOLS: A CASE STUDY OF
PORT HARCOURT LOCAL GOVERNMENT AREA
EDUCARON, UNlVERSlN OF M!GERIA, NSUKKA
IN PARTllAP FULFILMENT OF THE REQUIREMENT FOR THE
AWARD OF MASTERS OF DEGREE (Fn.ED) IN EDUCATlONAL
ADMINISTRATION AND PLANNING
MGBEWENA, NNOYELUM MARGARET
PGIM.ED120Q010PlO635
APPROVAL PAC-E .
This project has beeil approved tbr tI:c Ilcpwtnvsnt o f Educatio:~d
I'oclrida~ion Univor.siry of' Nigcria, Nsukka.
DEDICATION
This project work is dedicated to God Almighty, the maker, of
Heaven and Earth, who answers prayers and with whom all things are
possible.
MGBEMENA, M. MARGARET, a postgraduale studenl in the
Department of Educationa! Foundations and with RegisZration Number
PGIM.E0120001DP!0635 has satisfactorily completed the requirements
for the course and research work for the Masters Degree in Planning
and Administration in Educational Foundations. The work embodied in
this project is original and has not been submitted in part or in full for
any other Diploma or Degree of this or any other University.
ACKNOWLEDGEMENT
The researcher wishes to register her profound appreciation and
gratitude 20 the foilowing people for their significanl conlribuiians in one
way or the other, which has brought about the successilil campletion of ,
this work.
Her most sincere gratitude and indebtedness go to her able
supervisor, Dr. Nelson Ogbonnaya for his guidance and supervkion
during the course OF this study. ' . . . . .
Her regards are also extended to tier kids, for.iheir support and
being what they are. She wili noi iaii to express her mosl sincere
graiitude to her husband Raphaei Mgberr~ena of the blessed memory,
her dad and mum, late Chiei and Mrs. V. Clnwuezobe, her brothers and
sisters and her,cousin, itir. Emma Onwuezobe fur all their suppod and
encouragement.
Furthermore, she wishes to record her appreciation to all +her
friends and colleagues for suggestions and advice with regard io lhis
work. Responsibility for the final project however rests on Ref
supervisor.
Finally and most importantly, she wishes fa show special
gratitude to God Almighty who despiie ail her frailties shortcomings and
inconsistencies in life, was tolerant and saw her through all those
years. To Him be the glory, honour forever and ever
Department of Education, University of Nigeria, Nsukka.
Mgbernena, Nnoyelurn Margaret
TABLE OF CONTENTS
TITLE PAGE.. . .. - ... ... ..- . ... ... .-.
APPROVAL PAGE ... .., .-. ... ... ... ...
DEDICATION.. . . . . ... ... ... ... ... -. .
CERTIFICATION ... - .. ... . . , . - . ... ...
ACKNOWLEDGEMENT.. . ... - .. -. - ... -..
TABLE OF CONTENTS. .. ... . - . . -. ... ...
LIST OF TABLES ... ... ... ... ... ... ..-
ABSTRACT.. . .. . ... ... ... ,,. +.. . . .
PAGE
... I
. . a I I
... ... I l l
. . - iv
... V
-. . vii .
... viii
... xiv
CHAPTER ONE: INTRODUCTION ... ... ... ... ... 1
Backgrwnd of 'the Study. .. . . . ... ... ... ... 1
... ... Purpose of the Study.. . . . . ... ..- ,. . 5
... Significance of t k Study.. . . - , , .. ... ... 5
. . . . ... ... Research Questions.. . -. ... ..- 6
... ... Hypothesis.. . ..- -.. .-. . .. .+ . .6
... ... ... CHAPTER TWO: LITZFIATVRE: . . . . . . . - - 8
Meaning and importance of Conflict in Educational Institution.. - 8
Theories of Conflict k~ Organization.. . .... -.. ..- 11
... ... Types of Conflict in Schools ...... . . - 16
. Nature and Extent of Conflicts Between Teachers and
Supemisors of instruction in Secondary Schools ... ... 24
... Impact of Conflicts in Organizations ... ... ... 25
Measures for Resolving Conflicts in the School System ... 28
... Review of Research Related Studies ... ... ... 32
Summary of the Literature Review . . . . . . ... ... ... 35
CHAPTER THREE: RESEARCH METHODOLOGY ... ... 37
Research Design ... ... ... ... .... ... ... 37
Area of Study ... ... ... ... ... ... ... 37
Population of the Study ... ... . . ... ... ... 37
Sample and Sampling Technique . . . . . . ... . . . ... 38
Instrumentation . . . . . . ... . . . . . . . ... ... ... 38
Validation of Instrument ... ... ... ... ... ... 39
... Method of Data Collection ... ... ... ... ... 39
Method of Data Analysis ... ... ... ... ... ... 39
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA ... 41
... ... ... ... ... Research Question One ... 41
... ... Research Question Two ... ... ... ... 44
... ... ... ... Hypothesis One ...... ... 47
... ... ... ... Research Question Two ... ... 48
CHAPTER FIVE; SUMMARY. CONCLUSION AND
REGOMMENDATiON.. . . . . ... ... ...
... Summary
... ... Conclusion ... ... ... ... ... ... 51
... Recommendations ... ... ... ... ... ... 52
....... REFERENCES ... ... ... ... ... ... 54
APPENDICES ...:.. ... ... ... ... ... ... ... 56
. . . . . . Appendix I: Introductory Letter to Respondents ... 56
Appendix 11: Questionnaire Instrument ... ... ... ... 57
... Appendix I l l : Computation of t-test for Hypothesis One .60
... Appendix IV: Computation of t-test for Hypothesis Two 61
TABLE
LIST OF TABLES
PAGE
'I Mean Ratings of the teachers and supervisors on the causes of conflicts in secondary schools
.. in Port Harcouri Local Government Area. ..- 42
Mean Ratings of supervisors and teachers on strategies for resolving conflicts.. . . . . ... ... 45
Summary of t-test far hypothesis One.. . . . . ... 48
Surnrnary of t-test for hypothesis Twc.. . . . . ... 49
ABSTRACT
The purpose of this study was to determine the major causes of
interpersonal conflict between supervisors and teachers in secondary
schools in Port Harcourt to determine the most effective strategies in
resolving these conflicts; and to make appropriate recommendation on
the way to avert these problems in the future. Two part of research
questions were formulated. In the first part, respondents were asked to
rank in order of importance .the possible causes 'of conflict between
supervisors and teachers. In !he second part of the questionnaire, the
respondents were asked to tick the effective conf!ict management
strategy. The scwes for all the respondents for each of the
management of conflict styled were summed up and compared using t-
test and mean score. A higher mean score indicates a tendency that
particular connict management style. The study was conducted in the
private and .public secondary schools in Port Harcourt Local
Government Area. A total of 100 questionnaire were distributed to
selecled supervism and teachers. Eighty-nine of the questionnaire
were returned fully completed. Data collected were analyzed using
ranking mean and t-test analysis. The finding revealed that
organizational . slnrclure, inadequate facilitieslequipment,
communication'gap and lack of professional training such as seminars,
wafishops etc were. the major possible causes of conflict between
supervisors and teachers. It was also discovered ?hat the conflict
management strategies were effective in managing conflicts between
teachers and supervisors. Based on the findings of tne study, it was
recommended that adequate and/or modern facilities/equipment,
changing the organizational structure, third-party judgment, perfect
coexistence, procrastination and compromise will reduce to the
minimal conflicts arising between supervisors and teachers in
secondary schools.
' CHAPTER ONE
Background of the Study
Conflict is .an inevitable result o i almost any kind of complex
social interaction. Conflict can be helpful or harmful, functional or
dysfunctional depending upor! the mechanisms used by the
organization to handle conflict.
Conflict can make or mar relationship. According to Onigu Otite
(7985:42), social interdependence does not exclude conflict in society.
Such conflict can be at three ievels. First, interpersonal conflicts or
disputes such as between father and son, wife and husband or
employer and employee for varlety reasons. The second level if inter-
group conflict such as between ethnic and racial groups. The third
level is the international conflict that is conflict between nations
because of their differing self-interest.
Confiid can take different forms such as strikes, fighting and
shooting. They also differ in intensity and outcome. Generally, they
cause change in an establishment concerned, both structurally and
functionally.
However, conflicts between teachers and supervisors in
secondary schools are fast becoming a very chronic problem in our
society today. The success or failure of any school achieving its goals
a n d objectives depends on the professional responsibilities and
leadership role of the supervisor b e i t school or enterprise. It also
depends on the extent to which the institution is conflict free.
Supervision generally is to a n institution what central nervous
system is to the body. It directs the activities,'controls and monitors
the functioning of the different units of the system. Thus enlightened
citizens in the country have been expressing great concern about the
quality of instruction given in school today as a result of conflicts
between teachers and supervissrs.
They asset that a lot of diffeience exist beheen schools in the
past and those of the present day. They alsomaintain that b e c a u s e of
the massive explosion in student admission, schools a r e unable to
c o p e with the massive responsibilities of the students. this fact is
supported by Ogunsaju (7983) who stated that the issue of moral laxity
and conflicts is a thorn In !he fresh of educational growth in Nigeria
secondary schools.
Srrpefvisors in Nigeria particularly in. Rivers S ta te work with the
Schml Board. They make v a h a b l e suggestions to the Board and
provide objective reports devoid of bias in order to ass is t the Board
achieve its objectives. Supervisors provide ass i s tance to teachers in
instructional improvement of the school. Thoy supervise both
beginning teachers and old, and experience ones .
The above responsibilities of supervisors and laxity OF kac'hers
are some of the factors leading to conflict in our secondary schools.
This because the supervisors are the chief actors. They are those in
key positions who can easily use their vintage psition'to see whatever
that goes on in secondary schools. Some people, including teachers
view the activities of supervisors at different dimensions. Some hold
the view that the' key activity of the supervisors is not regularly and
adequately performed due to lack of' experience and qualified
personnel, inadequate funds and the geographical terrain of the Local
Government Area. This is turn, they opined as some of the factors
leading to conflicts between teachers and supervisors in the secondary
schools. Though conflicts are necessary for social change but in this
case kaffects toe performance or students negatively. Conflict is a
sefious pfablern in our educational institutions. In many cases, i t
wastes precious human resources that would be Setter directed to
other activities including the primay work of 'the organization. Indeed,
Sulveys ar practicing educational adminislfators suggest that they
spend more lhan 26% or iheir time dealing with conflicts or its
aftermath (Thomas and Schmidt, 1970).
Although confljct often produces negative effects, it is now widely
recognized that it can yield major benefit as wet;. =or example, conflict
between individuals or groups within and organization often helps
uncover persistent problems so that they can undergo careful scrutiny.
In this manner, conflict sometimes serves as the impetus for effective,
needed change. Similarly, conflict somelimes has the effect of
increasing communication between the opposing sides.
The central task with respect to organizational conflict then is
that of managing this process-doing every thing in our power to ensure
that its positive effects are maximized while, its negative and potentially
disruptive effect are minimized. Such management of conflict, in turn
requires a full and sophisticated grasp of major elements in the conflict
process. lndividu,als causes and determinants of conflicts such as
faulty attributions, poor styles of communication and personal traits or
characteristics that contribute to interpersonal friction, all play a role in
this regard and must be taken into account on, 1988; Tjosvold,
1986b). Sirnilarl'y, srganization-based factors such as competition for
scarce resources, ambiguity, over responsjbility or jurisdic~ion, growing
infernal complexity, and faulty or inadequate forms of communicailon, ,
must also be considered.
It is against this background that this research effort i f to be
undertaken to find out the causes of conflicts and ways resolve
conflicts between teachars and supervisors in Port Harcourt Local
government Area.
Purpose of the Study
-.-.-r Yr; .. .. . .,.- . * . - ,, - ... , I .,.. . . . . The purpose of this study is 'Lo investigate' some of the causes o'f " " '
' "
conflicts between teachers and supervisors in secondary schools in
Port Harcourt Local Government Area.
Therefore t h e researcher wishes to:
I. Investigate causes of conflict between teachers and
supervisors of secondary schools.
i Find or_!? ways of managing conflicts between teachers and
supervisors. .
i i i . Make appropriate recomrner?dations on the ways to avert
these prob!ems in future.
iv. Determine how teachers perceive the sup~rvisory leadership
roles of the supervis~rs.
Significance sf the Study
This study is important in the sense that it will highlight the
causes of conflicts hindering the effective administration and
instructional supervision of secondary schools in Port Harcourt Local
Government Area.
The study will also be a contribu'tion to the scanty literature
currently available on conflicts between teachers and supervisors of
instfuc~ion within B e context of Nigerian educational system and to
make appropriate recommendations on the ways to avert these
problems in future. In addition, the work will also serve as a source of
reference material for further studies in Nigeria as a whole.
Research Questions
The following research questions have been asked to guide the ..
study:
1) What are the causes of conflicts between teachers and
supervisors in secondary schools in Port Harcourt local
Government Area?
2 ) How can _conflicts between teachers and supervisors in
secondary schools in Port ~arcour t ' Local Government Area
be effectively managed?
Hypotheses
The following hypotheses were tested at the ."u level of
significance.
1. There is fm significant difference between the mean opinion
scows of supervisors and teachers on the causes of conflicts
between teachers and supervisors in secondary schools in
Port Harcourt Local Government Area.
2. There is no significanl difference between the mean opinion
scores of teachers and supervisors with regard to the
sfratq'les for eliminating conflicts between teachers and
supervisors in secondary schools in Port Harcourt Local
Government Area.
CHAPTER TWO
LITERATURE REVFEW
The researcher carried out a review of related literature on
conflict so as to expose her to the work ar14 experiences of others in
the field. The review also provided the researcher with a theoretical
framework upon which the currrenl research is based. me r e v i e w was
carried out under the following subheadings.
Meaning and importance of conflicts in educational institutiom
Theories or conflicts in organizalions.
Types of conflict in schools.
Nature afid extent of conflicts between teachers and supervisors
of instructions in secondary ~ c h m l s .
Impact of Conflicts on Organizalion
Measures for Res~iving Conrfiets in the School System
Review of research related sludles.
Summary of the litwature fewiew.
I Meaning and Importance of Conflict in Euca t iona~ institutions
Conflicts, technically defined, refer to a situation in which a
person must make a choice between the two incompatible goals. If
one goal is achieved, the other goal can not be achieved or acquired.
Conflict, In the context used here, refers to the opposition of persons or
- *
forces that gives rise to s o m e tension. Skirmish, battle, strong
disagreement, internecine warfare, and c lashes a r e all terms that refer
to t h e , type of behaviour implied by the word conflict. Conflict is
inevitable result of almost any kind of complex social interaction.
Organizational conflict is inevitable d u e to personality c lashes ,
and incompatible pressures or influences. Each member h a s certain
roles, objectives and responsibilities, which may b e frustrated by others
who induce barriers a n d d o not co-operate. There a r e many outcomes.
Constructively used, conflict may create more dynamic group that is
creative, solve problems more easily, makes better decisions, and is
generally more productive. Unfortunately, many adverse effects a r e
s e e n such as high mental s t ress , uncooperative group behaviour,
misalignment of goals between the group and organization, various
stages of group disintegration, irrational and illogical conduct, and
cornrnunimtion breakdown.
Conflict in educationall institutions can b e helprul or narmful,
fuflctional or dysYunctior~sl, deperiding upon the mechanism used by
the institutions to handle conflict. When conflict in educational
institutions is viewed as inevitable and is managed properly rather
suppressed, it may lead to positive oukornes For the organizaBon and
its members. In contrast, when conflict is inadequately handled I
(mismanaged) it leads to dysfunctimal outcomes.
The importance of conflict in educational institution can be
summasized as follows: '
Dissociating elemenis in a situation may be removed and unit
may be established in common parlame "A good Eght helps clear the
air". After open expression or conflict, the combatants may feeT closer
to each other. ~ f i e r conflict, new leadewhip may be brcsughl to t he
aqanizatbrt because t h e former leaders may be found unsuitable
under the pressures of conflict. This is a rare, albeit important Tunction
of conflict. Old goals may be modified or rep!aceb by mare relevant
goals as a result of t h e conflict. Conflict may become institutionalized.
ARer several incidents of wnflict, outleis may be established so that
people can blow off steam "without damaging the structure of the
organizaticn administrative rap sessions - informal group discussions
between supervisors and teachers - is one contemporary approach to
institutionalized i f conflict.
Motivation and energy avaiIable to complete tasks may be
increased under the influence of conflicts. In short, conflict "revs up"
the opposition. Conflict may increase innovation because of the
greater diversity of viewpoht and a heightened sense of necessity.
Each group mkmber m a y develop increased understanding of his own
position because conflict forces people to articulate their views and to
bring forth all supporting arguments. Groups may achieve greater
awareness of their identities. Inter-group cbnflicf may satisfy t he
aggressive urges inheienl in so many people.
Theories of Canff ict in Organizations
Confl~ct studies start from a basic definition. "Conflict a r i s e s
when parties disagree about the distribution of material or symbolic
resources and act on the basis of the perceived incompatibilities". T h e
expertise derived from theories relating to the conflict analysis a n d .
conflict resolution supports the facilitation of problem - identification
and problem - solving. It assists prospective partkipan1 to contribute
to actually formulating a process capable of allowing h e m to preserit
i s sues most effectively to others, and developing a common
identification of problems requiring resolution. Using cotftict theories
pm-acti,vely encourages awareness ol how process can slay open to
recognizing different viewpoints, identify impediments lo ~ o r e e m e n t
and slay on track to search for resolwtims. 'Process' i s sues a r e a s
relevant as substantive issues to achieve 'psy~hoTogical' sett lements
as well as 'material' settlements.
Conflict theories are critical for d e k ~ m i n i n g whether sustainability
issues and ma$ritylminority issues in the organization a r e being
adequately scope. Differences in conflict theories a r e often related to
scale . Appreciating the differences allows for greater discernment and
flexibility in order t o take into
scale at which it is possjble to seek resolution. Unacknowledged
conflicts can create non-productive and unsustainable 'culture of non-
cooperation'. Conflict theories can acknowledge the realities of
contemporary disparities of power that maintain unsustainable
practices, but can contribute most practically by assisting parties to
respond constructively when circumstances hold pmrnise of problems
solving through consensus. They provide a 'fremcwork ta enable
parties to verify, through a commonly u n d e r s t d analytical appraisal
of the process, whetRer if a!lov!s them equal bargaining power.
The system theory of conflict developcd.here is also appli&ble .
to understanding other types of conflicts. The content of Ihe conflict
may change, but the systems analogy should remain valid. An
analysis of social conflict developed by Alan For (1985) illustrates how
at even the societal level can be func!ional.
"Manifest canflict is seen as having a constructive contribution to
make towards what is defined as "heal.thyW social order given the
appropriate institutions of regulation and contro!, the overt and active
rnanif~stc7!km of conflict resolves discontinues, reduces tensions,
clarifies power relations and adjusts social structures accordingly.
creates at least as many solidarity groupings as it divides, and
embodies the principles of self - determination essential to a free
society.
An understanding of some of the strateg~c aspects of co~flict by
traditional methods has been furthered by Game theory. Kelly
(19$1:27) noted tha't game' theory attempt to formulate rules of
behaviour that optimize outcomes by considering the utilities and
probabilities of various outcomes to each player. Underlying game
theory is the assumption that the player behave rationally. For
instance, each side understands why it and other side are choosing a
particular preferi-nce. Game theory is a complex - s~tbject and its
scope can be best appreciatecl by consultinq an original source.
Accordjng to game theory, groups or individuals in conflict typically are
more "closedn than "open". They reveal .only'what they consider
essential to stren$hen their strategy.
Another type of explana?.ion of oi-y anizat.ional conflict is drawn
from a social facts tradition and from organizational theory (March,
7982). This perspective states that t!~e basic forces that impel people
to act in certain ways are objective structural conditions of which they
may not verbalize as reasons for their action (March, 1982:737). This
perceptive assumes that certain characieristics'of the organization are
latent causes of conflict. The argument is that level of conflict in an
organization over a period of time is property of that organizafion in the
same sense that its history, i! facilities, and its employees are
propehies of that organization or institution.
Since organization varied on !his properly (amount oT conflict), i t
is reasonable to seek the muse of this amount of conflict and other
- -properties of the organization specifically their veriable slruclural 4
characteristics with regards to sire, age and slrucl&al differentiation.
Studies here sugges!ed hat h e site of an institufion has a
significant influence on the behaviour- or its members. Richard (1 971 j;
Scott end El-Assal (1969) Found that the size of t h e student body was
the best predictor of the protest demonstration of Uniled States of
America Universities during the 1964 and 7965 riots. According to
Scott and El-Assal (1969), larger organizations have mwe conflicts
because the larger they organizations, the greater the absoTuie number
of those with dismsitian to pofiiical activity and the stronger their
mutual support, c~ganization and resources.
It is teasanable to hypothesize that larger body of workers will
heighfen the ientk ?cy towards the Tormation of autonomous employee
cultm! resistant to the efioAs of management to control it. We should
perhaps add that the ?reponderame of workers' interest in large
organization with bureaucratic tendencies .cannot' b e dismissed as
accidental; it must be considered % sign of t h e underlying stresses
large size generates on a work community.
Organization theory sugeast "the older the. organM!ion, the less
it is inclined to eccommodate change. The age of the organization is
the limiting iaclori to the edent to which relationship and struct~e have
- C
become frozen {Burack, 7975). Qur hypothesis is that conflict
increases with the age of the organization. As FJolnar and Rogers
(1975:4?5) maintained. 'new organizations especially new types of
organizati~ns involve new roles that have to be established, both
internally and in relation with other groups, "New organizations posses
few resources in terms of skill , experience and knowledge, and this
may make it mre difficult l o manage relationship with organizational
members.
Organization attempting to carry out a new set of responsibilities
with an existing structure of activity may encounter resistance and
opposition *from the eslablished order (Molnar and Rogers, 7 979:4q 3).
Age direrences may generate structural conflicts b e t ~ e e n new groups
attehpting to establish or expand their domains and existing groups
that seek to minimize threats and disruptions to their ongoing activities.
Marsh (7982) and Scott ([1966) posited that the number of
specialized functions performed and the nurnber gf strategic units
within the organizafion measure slructura! differentiation. In attaining a
high level of internal differentiation, organization tends to become
bureaucratic and formalized. Thus, to abtiin direct access 70 higher
administrator, fram whom they are normally cut off by an army of lower
level staff, employees offen resort to protest.
Etzioni (1959) has &estioned some basic tenets of classical
organizational theory. He noted that a dua! authority, a n administrative
structure organized bureaucratically and professional authority
structure distinguished by col!egiality md professional authority
characterize professional crganirations. For Etrioni (1959:62) there is
a basic incompatibility between expert orientation and bureaucratic
orientation in complex organizations. Scott (1966:266) further
observed that profession and bureaucracy rests on fundamentally
different principles of organizalicn and these divergent principles
generate canflicl between pmfessionals and tf~eir empfo;ers in certain
specific areas.
Furthermore, behavioufal scienfists in recent years have
contributed their skills 10 the resolution of inter group conflict within
organizations. Central to their various approaches is helping both
groups in conflid confrfronl the underlying problem and then resolve it.
Traditional approaches to conflict resokiticm, as just described, to avoid
underlying Issues. Helpful overviews of behavimrd science
approaches to conflict resolution are found in the organizational
development series (Beonis, 1979), and in the practice of manageFial
Types of Conflict in Schoo!s
Conflicts in schools can be grouped into the following types.
(1) Goal incompatibility: This is defined as the lack of agreement
concerning the diredion of group activity a d the criteria for evaiuating
task accomplishment. Two elements contribute to goai incompatibility
Diverent iime and goal orientation creak slate of differentiation
between teachers and supervisurs. As a result of their widety differing
orientation, this stale o? time ami yoai orientalinn Jiffsrerrtialior.~ can act
as a source of conflict.
Its goal attainment by one group is seen as preventing other
groups from achievhg iheir goals, barrien to goal accomplishment
arise.
(2) Decision-making requirements: The second ootegtial type of
wnflicls in s~hools concerns the particular. requirements fcr decision
making used by each of the interacting groups (teachers and
supenrisors). Two aspects are related la decision-making
requirements:
(b) Availability of resources: Some cc;r~!!icls arise wheri lher-e is a
resources, equipment, and manpower among diFkrenl groups in what
they believe is most efficient and equitablemanner.
However, what is perceived by one group (teachers -and
~upervisors) as eficient and equitable may riot be perceived in a
similar manner by other groups. A group that believes it is not
receiving a fair share of the oryaniratiorlal resources relative lo other
§irnk!r dysfunc!innal activiiies tha! can adversely affect the
13) Performa~w ExpectaUon: third type of 6 ~ b 0 d c~nnict
group the causes. Subsequerlity, orle might conclude ihai- theii:-: are
basic types of conflicts - func!ional, personal and strategic. 'I
Functional Conflict: This is based strictly upon the roles of
the participants in the orgar3ization. The roles are in conflict with each
other. The conflict is sirnpiy built into the stl-uciure of the sysiern.
Some major causes of functional conflicts are:
Ambiguous boundaries of jurisdiction; This is a situation
where a participant wiii iread upon and area that the other
believes to be his responsibility or at tirries both participants
may neglect a task believing that i t fails in the other's territory.
Another cause is being functionally dependent upon the other
or may be mutually dependent.
Also ihe sharing of a reiativeiy scarce resource wili produce
conflict. Different ckpartrr!erll In an or-yatrizatiuri reed
equipment, money, suppiies and other resources to achieve
their goals. Such requests in most cases usually exceed the .
quantity of resources obtainable and this results to
scrambling, arv! the greater is poter~tial fur confiici.
Confiict can arise in a situation where the objeciives of the
task assigned to the participants are actually i r ~ opposition to
each other.
Also, uncommon cause is when there is a physical or
organizations! barrier to effective corrmunication. For 5
instance, between headquarters and 'o;.anch oifices.
Another cause of iunciionai conflict is, when the fu.nciional
outiook of the inciiviciuai pariiciparris differ and resuits in t k r
having opposing norms and values.
Personat Conflict: This is related to ihe personaiities of ihe
pa.rticipants rather than their functions. One of the causes of personal
conflict is when the[-e is personal obsiacie ,to corrmunicaiiun. The
participant in this case rnay rwi be able to reach a group decision
becaus2 of their failure to exchange information opir~ions or ideas
Secondly, the existence of a participant who is ciissalisfied with
his role as compared to the role of another can cause cor~iiict.
Again, many times opposing personaliiies wii! bring on conflict
situations. The extrovert and the introvert, the optimist and pessimist,
the impulsive and the deliberate are few possib!e cornbinatio!is tiiat
might generate conflict.
In addition, there are special prejudices based un persorial
background or ethnic grouo origin that result to conflict. These of
course include racial and reiiyiou; conflicts and some more subtie
prejudices.
Strategic con!lict: ~ i t k type uf conflict is oftcr, deliberaiely
instigated unlike iunc!ional and personal, which are not usually
.! 1
planned. 'Ihh entails 0 prmo!ion, serf-interest on the part of an
individual or w k n there is a clear ob,iective to be attained. Those
standing in t h e way OF ~eachir~g the objective are identified as the
adversary against whom the ~ n f l i c t is to be directed. !i intends, to
obtain advantage over the opponent within the system of appraisal or
reward which may be bunus or commission, a choice assignment, a
promotion or an e x p n s i o ~ or power.
E j i ~ g u {f9W) in a relaled study ~ategorized.cqnflict into the three
basic types.
Conflict due to t h e hierarchy of p o s i f i ~ n s which i d u a ' e .
$hdmr-dinate c ~ f l i c t occurs between the boss a n d a
person or of persons cver whom he has authwity.
Super-ordinate conftic! occurs between the adrnir~isbatur
and =t person of group i'nat has authority over him.
Laterat conflict mcur between an, administrator and his
coileagues
There is conFlici based or1 ?he rela?ionship between the
objective state of affairs BM the state of affairs as perceived
by conflicting padies. This sort is further grouped and
explained under verl iwl continoen€, displaced, misaltribuled,
ar!d laterli confiicts. As vertical may comprke all i l l hierarchy
of positions contingent is, that wbich is dependent upon
reality, rearranged circumstances corilnary initial
situation and not knowr~ iu the curiiiictirlg parties. This ta say
that the parties ir~voived are not 'aware of any changes.
Displaced as the narne implies, rnay -be some sort of
transferred aggression such as a case where iwo teachers
problem is over an issue outside. the affair. iiiiisaiiributed
conflict invohes wrsrg parties uver wrong issues. Vihiie
latent confiicl is oti-nerwise calied repressed confiict that
means that confiict exists but is ~epressed or, cor~irdleci but
which may everitualiy open up. Cash wrlfiicts oRerl have
Sisasirous consequences.
(cj The third confiici is said to be antagonist in nature. Such
conflicts are said to be between cultural values and
insiitutionai expectations. Connici between roie ex~eciaiian
and personaliiy diupositions,
wnflict deriving from personality disorders. tuern ( 7 58 lj on
his pad postulates three iypes of confiict.
- Role personality conflict, roie conflicts and personaiiiy conflict.
Role personality conflicts accur when a role expec!ation ascribe to a
position is at variance with the need - disposition of the incumbent.
For example, the behaviour of a school principal when he embezzles
schW funds is in utter conflict with the role expected of him as a
custodian of public pr-operty.
Li
On the other hand, when the role incumbent who is expected to
conform simultaneously to two or more contradictory sets of
expectations in an attempt to carry one out- infringed on another, the
rote conflict occurred. The personality conflict occurs as the outcome
or opposing demands. For e x ~ m p l e , as a I e a d r who believes in .a
demceratic principle resorts to autocracy as a result of the situation he
finds himself at the material time.
Grace (1972) talks of role community conflicts as relating to
social class variables, viewed as representing broadly different life-
styles of assumptions and patterns of values and aspirations, then the
potenlial conflict of middle ciass role is attempting to change life styles,
assumptions values and aspirations embedded in the community.
Woughton (1975) maintained that conflict has Four areas namely
potentia! conflict, cpnflict avoidance, 2
3
resolution. , ) . - ' --
Whatever ihe kind of conflict, i i seems clear that the proper
function of certain role relationships in the education setting, as
elsewhere depen?s on the degree of over- iap in ihe perception of
expeciations by the sevcra l con temporary role incurrrben!~ irt the given
interadion. As Ferneay stated that .when the perception of
expecIatians-overla-p, the participants in the relationship feel satisfied
over rap, rrle par u u p a l:a ICCI uissat;
M3ture and Ex'ent of Conflicts Bemeen Teachers and Supervisors or Instruction in Secondary SchaoFs
The purpose of this section is La d iscuss the nature and extent of
conflict belween teachers and supervisors in secondary schools, The
reasons why groups form include:
(a) Task acc~ni~iishrnent,
(b) Formal problems solving;
(c) Proximity and attraction, and
(d) ' Socio-~sychology purpose.
These are only s o m e of the many reasons why people join
group. This is not meant to be a n exhaustive list, nor is the reasons
mutually ~ X C ~ U S ~ V ~ . The principal illrusf of why groups' forms are two
folds.
(i) For organization purpuse of goal attainment; and
( i i ) For satisfaction of individual needs.
The functional group (a lype OF qoilp existing between teachers
and supervisors of instruc!ionj iri an organi~~ation is a group generally
specified by the structure of the organization. A salient e lement of they
typical fundlonal group is the reialionsiiip between t h e supervisor and
hidher subordinaies (the teachew). The goals, irtteraction inters
dependencies, and performance as specified by. the organization
functionai groups a r e usually classified by mganizational groups.
conflicts, although varying in intensity, are likely to crisscross one
another and thereby prevent cleavages along one arise. The p2uralism
of associations in such types of societies leads to a plurality of fronts pf
conflicts, and the intensity of any one of these conflicts is likely to be
relatively low. Segments! participation in a multiplicity of conflIc!s
const?utes a balancing mechanism within the structure. In this way,
conflicts may be said to sew pluralistic society togkther.
Patson and Giffin (1999) were of the view ihat conflict i s
disruptive and inevitable because of differences in people's interest in
carrying out certain functions. It is through conflict that existing norms
and practices, whic!i are challenged in an organization is subsequently
resolved and unfavourable ones, are subsequently changed.
Supporting the above asserlion, Umstoi (7999) is of the view that
competition over t h e management of scarck resources is a very
common basis for 'inviting confiict situation. Therefore, role conflict
occurs when various people inciuding the group or persons playing the
role have differing expectaiions about haw €he role should be acted
Glueck (19gO:460 said that conflict exists between two or more
individuals or work group when they disagree on a significant issue,
and clash over the issue. A!sa, psycholagists for some time have
studied conilicts within a person - his incompaiible desire, t'ne resulting
frustrations, and responses to such frustrations.
'conflic
imp lie^ ,. . ,,, ,,...,. . .. . .. ., 3--.- -. -, .- ,, ..-m-r-. ,--. .. r---•-- ---" that the probability of attainml
for the other increases. In COI IIIILL, WI I~LII !3 UGI IYGU t l ~ l f ~ C.VIII)JCL~IIVII,
the inca
H I
consequences ~r tne Dartlcmants in it are alssarrstiea with tile outcomes
and all I
their outcomes and feel thev have aained as a result of the conflict.
Also, in ml
participants will oe more constructwe tnan one, wnlcn 1s alssatlstyrng to r
some and dissatisfying to others.
The effects of cmflict mav be constwctive'or destructive or both.
a struggle Detween lwo teacners to gam a promonon, tne winner w111
certainly fee! that ~onf7ict is worthwhile while the loser- would probat:
rclca~h tha m n n n c i + f i rnrrrl~ !*inn In r n r n n m t i n n fnr i h ~ nmrnnfinn t h ~ fv
must have been more productive in the areas of their responsibilities
28
personal conrrw ~asecr upon role alssausracrron or anecc m e health of
one or :I:
Measures fo r Resolving Confl
,em.-....- -r &I..:" .-*-by
for re2
precede the rntrodudron ot act~vrtles deslafletl to resolve that Droblern. 1
That is, understanding the f'
conflict is an important first S L G ~ LUWQI "3 LI IGII I GWIUIIUI O. L J I ~ ~ I I U ~ S
and treatment in these matters are not entirely separate. Awareness of
conflict may then lead to a willingness to find constructive approaches
to its resolution.
' ; According thk Federal Ministr! iblian' (1!!193) 'ksolut~bt~ 'of
conflict occurs when ~art ies invofveb luclstand each other's oosition
depended uoon a well-establ~shed nleraKnv nfl aulnortrv; rne person on
top could
that these
method of problem solving that i:
allows those affected to be involvecf ~n solv~ng prowems WhICn are
crucial to their weil being. Conflict resolution or management is one of
the activities that a school head is exposed to on a daily basis. The
types of conflicts a-school head is exposed to is not. restricted to the I
domain of the school, and in many cases can involve the community
and other stakeholders.
The ministry also views that in an attenipi to reach agreement in
a conflict situation writers usually describe five cal i . I
is differences based on a clash of interest, understal ~ur, ly, V ~ I U G S , ~ L Y I ~ !
Jses of conflict; thai
mrrrl:+.* . .-7. .*A -*..Ir
or opinion, three s!yTttu I -' I blll(.tiun to conflict, that is aggressive (fighq
Thev identified f i v ~ it), assertive ("negut~ 1 OL;ISS~VB "duck it"). . . .-, - - .. - 3
skills for negotiating conflict; that is spoudefine it, understand it, look for ,
'win win' (where ail parfies to the conflict fed that they have gained
something), act at the right time and check out the results.
These approaches to conflict resolution are a valuable and
instructive, they embody certain techniques, which are very useful in
reducing tension betwr
. a. I
sen persons or groups, but they do put great
emphasis on me scnodl head and his skill to' patiently negotiate a
C U J L C I ~ ~ U I J I b ~ W I U L l U 1 I L U U UVL LLLICIC.
One way o f positive conflict is negotiatior,. Negotiation has been
errnea as: -u Trantarrlnn wnlcn ootn panres nave a veru or1 rrle
fin-1 nlltpnm=w In n+h-r -~nrds, each party in a negotiation has to
s to be implenented and each has an
interest in the other agreeing to it. Thus by negotiating we make joint
decision.
According to this definition, negotiaiion is something we do
everyday in our personal, professional or business capacities. For
example, people negotiate with their spouses on whether they spend
their money on new household furniture wiih t'neir children on which
household chores they have lo do. They negotiate a salary increase
with their bosses and may be part of forma! high-level negotiations on
local, regional or international p o k y for business issues.
T k ministry identified oihei strategies of conflict resolution.
These strategies can be broadly described as follows;
Win-Lose: The outcome of this strategy is that one party loses
and one wins. In most cases this strategy is unsatisfadory, and in all
probability the conflict will erupt at a la1
Lose-Lose; Both parties lose in s
involved, and tries to reach a compromise mat IS seidorn acceptable to
either of the parties-
Win-Win: Both parties are satisfied with the outcome, and the
focus is on solvina the problem and not defeating each other.
3n includes all actions and mechanisms used by
executives (or panres in conflict or independent third parties) to keep
j 1
conflict from interfering .with achicsvernent of eniercrisesT objectives.
Conflict is sometimes good, sometime bad and the resolutor should
design a pxitroF anU conflict solution system !o fit the amount of
conflict that Is desirable in his ar her mganization.
The function and attitudes of managers and employees influence
what is done about conflict. Managerial attitudes toward conflict are
ctosely related to leadership style. In contributidn, traditional leaders
believetha? conflict reflects a Failure of managerial planning ar~d cmtrol
and so must be suppressed arrd deaft with severely. Participative
leaders contend that conflict is normal even desirable'ancl can be
managed so that an equilibrium is attained: Consu?ative leaders take
the position !hat cor&ids somefimes arise, that it is more likely in some
departments than in others and should be both minimized a n d
managed.
Newman ( 1 96 i : 18 7 ) recommended ihree funclion approaches to
managing conflict. T n e s e include:
(1) Discuss the coriilict fuily wilh the parties ir-~volved
(2) Solve cur ~flicl by rnajuriiy rule, compromise and
hierarchical appeal.
(3)Suppress conflict by using of authority with sub-
ordinates, be cornpetit ive with press , be
persuasive with superiors.
., J J
personal reasons are among the factors that bring career choice '
conflict between pxenk and their children.
Okola (7999), found that the community, Zhe board of governors
and the P.T.A. are considwed joinUy responsible For the sources of role
conflict among them. The three vdmlary sgencies agreed that,
conflict resolution strategies exclude involverrient of law enforcement
agency as capable of re&lving role cdnflid. The three voluntary
agencies also considered it necessaty to follow activities in order to
ensure that conflict do not reoccur.
In a related study, Okoto (1998j identified that the areas of
conflicts between education officers and the political appointees in
Nsukka Education Zone were provision of facilities h r school services,
provision of infrastructure materials for sc;'r'~ools by the executive
secretaries as identified by the education officers, non payment of
adequate allowance to education oflcers foi- supwision, inadequate
provision of games and s p R s facilities 'by education secretaries,
encroachment by education secretaies in examination and continuous
assessment in schools etc.
Okolo also discover~d that the groups of caranicl between the
respondent are the appointmerit of education secretaries by tire
Chairmen of Local goverment Areas, conflicts aboul delegation of r
duties to the education secretaries in politics.
of organization, and a cause af frequent grievance is not the unfairness
of management actions, but the inexplicability.
Studies have indicated that the presence of a super-ordinale r
goal may serve to reduce dysFunctiona1 conflict. (Wake, Shepard and
Mouton, 1964); John and Lewicki, 1969, Lawrence and Seiler (1965).
super-ordinate goals are "those ends greatly desired by all
resources and energies of each of I
require the concerned efforts of all parties tnvolvea-. (snerlt,
1967;457). Craig (1975) contended Vnat .a super-ordinaie goai causes
conflicting organizations to resist an externai threat to the survival or
growth of an inter organization set by reducing ethnocentric attitudes,
negative stereotypes and opponent - cenirsd behaviour (1 975:473).
Summary of the Lifaia'lure Review '
The literature review dealt with the definition of conflict which
broadly speaking is L ~ J I CIIJ~~~IGIU to achieving a desired goal often
arises when some one has a chance to win at the expense of some
one else or when ari administrator lacks the 7d
manage organizational conditions thereby la!
ineffcierlcy, teacher frustration and disiiiusior ....-..-. , . .- . - . i n
types of conflicts as identified inciuded goai incornpatibiiiiy, decision-
making requirements and performance expectations.
The nature of conflicts between teachers and supervisors include
clashes of values and interest role-based, competition for limited
resources, drives for power acquisition and poorly defined
responsibilities. .
~urlherrnore; theories of conflicts include system theory of
conflict, game theory, oiganizational theory, and behavioural scientific
theory.
Review of studies on conflicts in school management identified
the following as the major causes of conflict in schools.
(a) Appointment of incompetent administrator
(b) Enacting too many specific laws, regulating the curricuhm
(c) Individual member of the board getting themselves involved in
administration
(d) Accountability and communication
(el Lack of freedom to effect c'hancje or imovation in'schools.
CHAJPER THREE
14r 4 fi 1 ICH METHODOLOGY
In this chapter, the researcher discuss'ed t*m method used in
carrying out the research. This includes the c the
area of the study, research population, LU, , I,,, ,, ,+ling
procedure, instrument used in collection of data and the technique
used in analyzing the data. It also discussed the validity and the
reliability of the instrument.
Research Design
Descriptive analysis was used in this research- It was designed
to analyze conflicts betweer1 supervisors and teachers with reference
to the causes of this conflict and as it affects productivity.
Area of Study
The study covered both private and public schools in Port
Harcourt municipality of Rivers State. Port Harcoutt as the capital of
r centre of the State.
for the study consisted of all supervisors and
f schools in Port Harcourt Local Government
Area. Based on the 2000/2001 school year, this population was fifty
for the supervisors and 'fifty for the teachers. (Source: Post Primary
Schools Management Board, Research and Statistics .Unit, 200112002
school year).
Sample and Sampling T~chnlque
Simple random sampling technique, was used to select a total
' ' 'number of 100 teachers and supervisors from various schools in Port
Harcourt Local Government Area.
A structured questionnaire was used to collect the necessary
data for the study- The questionnaire was designed in order to make
for easy understanding and to avoid bias. The items were designed to '
seek the. causes and strategies for I-esolving conflicts between
teachers and supervisors.
The questionnaire was .divided into twa sections. Section 1 dealt
with the personal data of the sespondents. Sedion 2 consisted of 22
items arranged in clusters. This section was constructed on a four
point rating scale as follows:
Strongly Agree (SA) - 4 points
Agree (A) - 3 points
Disagree (D) - 2 points .
Strongly Disagree (SD) - 1 point
Validation of the Instrument
To ensure face validity of the instrument, it was given to four
experts in educational administratian and planning, UNN. They were
to criticize the items in terms of clarity and appropriateness OF language
and instructions. The suggestions were incorporated in the final
modification of the inslr ~r I 1111 t f .
Method of Data Collection
The researcher administered the questionnaire personally to the
respondents and collected same persmally. The questionnaire was
not marked and field assistaht were not used.
Methob of Data Analysis
! analyzed using statistica! techniques. The
3 of the mean and t-test analysis. The data
collected for this study were presented in frequency tables and
analyzed using t-test (paired two sample for means).
Respondents were asked to rank in order of importance the
possible causes of conflicts. The responses from the questionnaire
were studied, the informaiion collected were coded and recorded on
score sheets. Means were used in the interpretation of the possible
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
4
This chaptet is concerned with the analysis and presentation of
data in response to the administered questionnaire and the research
questions and hypotheses formulated for the study.
r
Research Question One
What are the causes of
Teachers in Secondary Schoafs
Area?
The data for answering
presented on table 1 below.
conflict between Supervisors and
in Port Harcourt Local government
the above research question are
Table 1: Mean, Ratings of the teachers and supervisors on the
causes of conflicts in Secondary schools in Port Harcgurt
Local Government Area.
on Teachers . ) Supervisors i
SC~OOIS . ( 3.35 ( 0.66 i SA
L-I& %vision of facilities for
school services. . I
Communication gap between I I i supervisors and teachers. 13.01 10.61 / SA
I I
Provision of instructional I I--- Materials in Schools. 13-43 1 0.67 1 SA - -- Encroachment of supervisors
I
in Examinations and
continuous assessment in
-\--r I
schools. ( 2.90 0.60 SA
proress~ona~ sarrrlr~irrs and 1 1 . 1 I I
workshop. 3.66 6.58 - I -- I
-- ~ i g i o u s denominational 1
differences. 1 A .77 1 1 .O3 I I I
limited i ! I i
I resOurces~ / 2.33. I
rewards. .I 2.15
9.
7 0.
I 1.
I
Poorly defined ' I
I i I t I
1 13. 1 Subordinates are much 1 I
-1 I I I I I I
1 saddied with responsibilities. i 2.22 I \ I . I i O f 4 1 '
I
responsibilities. ' 2.30
7 2.
Table 1 above represents the views of supervisors and teachers
Ethnic differences.
I
Too much bureaucratic I
I
with regard to causes of conflicts in secondary schoois in Port Harcourt
2.18
Local gavernment Area. Looking at the table, we can see that six (6)
Unequal distribution Of I
of the thihteen (13) items are rated between 2.80 and 3.78 on the four-
point rating scale. Items I, 2, 3, 4, 5 and 6 are rated 3.35, 3.78, 3.01,
3.43, 2.90 and 3-66 by the secondary school. teachers while the
supervison rated these same items 3.30, 3.70, 2.99, 3.40, 2.80 and
3.55 respeclively.
!terns 7 to 13 are rated low by the two categories of respondents.
Items 7, 8, 9, 1 , 1 , 12 and 13 are rated 1.77, 2.33, 2.30, 2.18, 2.15,
2.35 and 2.22 by the teachers while the supervisors rated them 1.66, I
2.30, 2.28, 2.15, 2,10, 2.25 and 2.20 respectively.
The supervisors, on,the other hand rated items 1, 2 and 4 - 3.00,
3.69, and 3.31 while item 6 is rated 2.98. . -
It is therefore the opinions of the secondary school teachers and
supnnji~n- +h5+ + causes of conflicts between them include
in schoofs, provision of facilities for school
services, communication gap between supervisors and teachers,
provision of instructional materials, encroachment of supervisors in
examinations and cont im~us assessment in ,schools and non-
encouragement of teachers for professional seminars and workshops.
Research Ouestion t w o
What strategies shcluld be evolved to eliminate conflicts between
supewisors and teachers in secondary schools in Port Harcourt Loca!
government Area? '
The data for answering the above research question are
Pi below.
Table 2: 1 f Supervisors ar~d Teachers I m strategies Tt
Teachers I Supervisors
Causes of Conflicts Dec
f nsure that teachers know
;he objectives of the
school-
Ensure th$ there are
clearly defined
responsi bilitie~.
Ensure that teachers go
through professional
seminars and workshops.
Provision of facilities and
equipment in schools.
materials to facilitates
and learning in teaching
schools.
I
20. 1 Insist on discharge I I
I for I / j I resolving conflicts. I j 3.30 j 0.60
I I ,
I--
21. / Listen . to each )
( aggrieved before solution is ( I sought. (3.11 1
I I
I board to assist in conflict l
. - 1 I resow3n* (3.77 (0.57
I I I i~ I ----I------ -------- 1- 1 - ----_ . .-- --- --- - -- - .
Table 2 above presents the view of supervisors and teachers
with regard to strategies for eliminating confiicts in secondary schocls
in Port Harcourf Local Government Area. Looking a t the table, we can
see that al 7s are highly rated by both teachers and
supervisors. I r tt; SCLUI Y school teachers rated the nine items 3.35,
3.44, 3.33, 3.22, 3.45, 3.35, 3.30, 3.11 and 3.17 respectively. Items
14, 15, 16,.17, 18,. 19, 20, 21, and 22 are rated 3.25, 3.33, 3.30, 3.18,
3, 3.70, 2.99 and 3.69 respectively.
s therefore the opinions of the teachers and supervisors that.
me soi&gies for eliminating conflicts between teachers and
supervisors in secondary schools include ensuring that teachers know
the objectives of the school, that there are clearly defined
responsibilities and that teachers go through professional seminars
and workst-rops.
Both respondents also agreed that the provision of facilities and
equipment as well as instrwtimal materials, improvement of
communication between teachers and supervisors, listen to each group
that are aggrieved and inviting officials of the School Board to assist in
conflict resolution are the strategies for reso!ving conflicts between
teachers and supervisor;^ in secondary schools in Port Harcourt Local
Government Area.
~ ~ p o t h 6 s i s One
There is no significant difference (PC. 05) between the mean
opinion scores of teachers and supervisors with regard to causes of
conflicts in secondary schools.
To test the above hypothesis, a West analysis of the difference
between teachers and supervisors was computed and the result is
shown on table 3 below.
Table 3: Summary of t-test fw Hypothesis One
i
I I Variable I
I f ."
a - - .- aC(J 0 a ? 0 @ 10
/ no, is I
1.96 1 accepted I I 1 I I i I
Table 3 above presents the t-test analysis of the difference
between the mean ratings of the teachers and supenrisolrs with regard
to the causes of conflicts between teachers and supervisors in
second'aiy schools in Port WslrcauA Local Governmefit Area.
Looking at the taMe, we can see that the calculated t-value is 0.5
at 98 degrees of freedam and' -05 leveT of significance. Since this
calculated value of 0.5 is less than the table valus of 1.96, the second
null hypothesis is accepted. r
There is therefore no significant between the opinions of
teachers and suaewisors with regard to the. causes of conflicts
upervisors in secondary schools in Port
harcoun Local bovernment Area.
Hypothesis Two
There is no significant difference .between the mean opinion
scores of supe~isors and teachers with regards to the strategies for
eliminating conflicts between s
schools in Port Harcourt Local GVIuI I I * I ,, "-.
To test the above hypothesi
between teachers and supervisor
shown on table 4 below.
Table 4: Summary of t-test for HI
Teachers / 3.37 1 0.63 I I I
Supervisors 3.28 0.50 50 I l l I I I -
Table 4 above presents tF
between the mean ratings of teac
the strategies for resolving conf
Harcourl Local Government Area.
Looking at the tab!e, we ca
0.75 at 98 degrees of freedom and ;05 level of.significance. Since the
calculated vaTue of 0.75 is less than'tho table value of 1-96, the second
null hvndhesis is acceoted- There is therefore qo sianificanf difference
REFERENCES .
Asogwa, C-0. (1999). Areas and Causes of Conflicts between the Principals and the Teachers in the Implementation of Administrative Decision in Secondary. Schools in Enugu Education Z ~ i l e . An Unpublished M.Ed T h e s i ~ i n the Faculty of Education, University of Nigeria, ~s&.ka.
Baridam, D.M. "Work Motivation Among Nigerian Workers: A look at the missing link". The Modern Mana~er. Vol. 1 (7 989): 25-28.
Burach, R.M. (1975). Conflict and Conflict Management. Houston: Gull Publishing Company.
Corwin, R.C. (1969). "Patterns of Organizational Conflictm. Administered Science Quarterly, 74; 507-21.
Deutech,M. (1 969). 'Conflict Productive and Destructiven. Journal of Social Issues, 25: 7-41.
Federal Ministry of Education and Youth Development Lagos (1 993). Better Schmls Management. Head Teacher Education and Resource Materials, Lagos: Federal Ministry of Information and Youth ~euelo~ment. .
I
Glueck, - W E (1980). Managernenf. U.S.A.: The Dryden Press.
Hourghton, V. (1975). Manaqement in Education 1, London:
Hunger, 0. J. (1 976). 'An Analysis of Inter-Group Conflict and Conflict Management". Proceeding of ihe Eastern Academy of Management. 13M Annual Meetin~s.
Ifedi, Chuma (7 988). "Public Policies qnd their Effective Irnp!ementalionw. Business Concord, April 1 9.
Irnosili , C.M. (1 978). 'Key Success Factors in Multinational Companies in Nigeria: A Comparative Analysis". Columbia Journal of World Business, iFall), pp. 40-53.
Manheim. H.L. (1960). 'Inter-Group Interaction as Related to Status and Leadership Differences".
SuccesstuI. YOU are requestea to mark ana -n.- on errner srrongly
Agree, Agree, Disagree or Strongly Disagree based'on your opinion. I
wish to assure ybu that all information provided by you would be
freaf~d mnfidentiallv and used for the research nutnoses only.
aggrieved before solution is sought.
of the school Board to assist in
1 . I
mrrflict resolution.
APPENDIX Ill
Computation of t-test for ~ypothesis One
APPENDIX IV
Computation of f-test for Hypothesis Two
top related