Conflict Level and Teachers’ Productivity: Interrogating the Association in the Context of Public Secondary Schools in Adamawa State, Nigeria (Published)
Conflict level is a potent factor that predicts the dimension of teachers’ productivity in the school system. Teachers’ productivity can be influenced functionally or dysfunctionally, depending on the level at which conflict is operating in a school. Considering the dynamic nature of conflict level therefore, this study investigated the association between conflict level and teachers’ productivity in secondary schools in Adamawa State, Nigeria. The study sampled 1,523 teachers through a purposive sampling technique. A self-structured questionnaire entitled “Conflict Level and Teachers’ Productivity Questionnaire” (CLTPQ) was used to gather information from teachers selected for the study. Data collected were analysed with Pearson Product Moment Correlation Analysis and Multiple Regression Analysis at 0.05 level of significance. A multiple bar chart was used to represent the research question developed in the study. It was discovered that conflict level varies from one secondary school to another. Also, there was a significant relationship between conflict level and teachers’ productivity (r = 0.080; P < 0.05) and that conflict level was found to make a significant relative contribution to teachers’ productivity (ß = -0.162, P < 0.05) in secondary schools. It was recommended that teachers and school administrators should be exposed to trainings in peace and conflict management in order to positively enhance their social relationships for optimum performance in secondary schools. Also, school administrators as well as teachers should strive to ensure that moderate or optimum conflict level is operating in their schools for the attainment of positive outcomes in order to enhance teachers’ productivity.
Keywords: Conflict, Teachers Productivity, conflict level, public secondary school
Leadership Conflicts among Students on Nigerian University Campuses: The Experience of the University of Calabar, Calabar- Nigeria. (Published)
This study examined the factors that give rise to conflicts among students in their pursuit of leadership on the campus of the University of Calabar (UNICAL). Descriptive survey design was used and through stratified random sampling and simple random sampling techniques, a sample size of 250 was derived. Two research questions were raised and a questionnaire tagged, Student Leadership Conflict Scale (SLCS) formed the data collection instrument. Accruing data was analysed using frequencies and percentages. Results indicated (i) high level of conflict among students arising from their pursuit of leadership (ii) financial rewards and other benefits attached to leadership positions as the main motivators of the conflicts experienced. To this end, it was recommended that allowances and other benefits of student leaders be reduced drastically to make it less lucrative and attractive to the greedy grabbing ones among the students.
Keywords: Conflict, Leadership, Student Associations, Student Unionism, Violence
Counselling Implications of Conflict and Conflict Resolution in Secondary Schools in Ebonyi State (Published)
The study investigated the counselling implications of conflict and conflict resolution in secondary schools in Ebonyi State. Specifically the study assessed the extent to which school principals adopt dialogue, arbitration, third party and sanction in conflict resolution in their schools. The population for this study consisted of all the principals of public Secondary Schools numbering one hundred and fourty-seven (147), and the entire population was used. Four research questions and one null hypothesis guided the study. The instrument for data collection was a four point modified likert-type questionnaire – conflict resolution assessment scale (CRAS), while the data collected were analyzed using mean and standard deviation for the research questions and t-test for the hypothesis. The findings showed that while sanction was used to a great extent, dialogue, arbitration and third party were used to a low extent. Again, gender of principals does not significantly influence the type of conflict resolution method used. The counselling implications of the findings were outlined including: the fact that people have problems which should not be taken for granted or sub-summed in their conflict. Recommendations were also made for example that Government officials who relate with the school authority should also be involved in dialogue, arbitration and third party methods of conflict resolution instead of just using sanction as the only option.
Keywords: Arbitration, Conflict, Counselling, Dialogue, resolution, third party and sanction