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