FACTORS THAT GENERATE CONFLICT BETWEEN PRINCIPALS AND TEACHERS IN SECONDARY SCHOOLS

 WITHIN ENUGU EAST LOCAL GOVERNMENT AREA OF ENUGU STATE.

 

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The study principally aimed at identifying the factors that generate conflicts between principal and teachers within Enugu East Local Government Area of Enugu State. Principals and teachers were the subjects. Questionnaires were the instrument used in obtaining data for the study. Related literature were reviewed. Six research questions were formulated to guide this study and were answered using mean. The finding revealed factors that generate conflict between principals and teachers within Enugu East Local Government Area of Enugu State which include the leadership styles of principals, the leadership style of teacher, lack of dedication on to by teachers, lack of motivation of teacher, irregular payment of salaries and other benefits and poor information flow between teachers and principals. Suggestions were highlighted. Recommendation were also made.

 

 

 

 

TABLE OF CONTENTS

CHAPTER ONE:      INTRODUCTION

–              Background of the Study                                         1

–              Statement of the Problem                                        3

–              Purpose of the Study                                                       4

–              Significance of the Study                                         5

–              Scope of the Study                                                   6

–              Research Questions                                                 7

 

CHAPTER TWO:      REVIEW OF RELATED LITERATURE

–              Duties of Secondary School Principals                    8

–              Leadership Styles of Secondary School Principals   12

–              Duties of Secondary School Teachers                      18

–              Factors that generate Conflict Between Principals

and Secondary School Teachers in Enugu East

Local Government Area                                            25

–              Summary of Review of Related Literature                 35

 

CHAPTER THREE:  RESEARCH METHODOLOGY

–              Research Design                                                      36

–              Area of the Study                                                     36

–              Population of the Study                                           36

–              Sample and Sampling Techniques                           37

–              Instrument for Data Collection                                37

–              Validation of the Instrument                                    38

–              Administration of the Instruments                           38

–              Method of Data Collection                                               39

–              Method of Data Analysis                                          39

 

 

CHAPTER FOUR:    DATA PRESENTATION AND ANALYSIS

–              Research Question 1                                                        41

–              Research Question 2                                                        43

–              Research Question 3                                                        45

–              Research Question 4                                                        46

–              Research Question 5                                                        47

–              Summary of the Findings                                        49

 

CHAPTER FIVE:     DISCUSSION OF THE FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

–              Discussion of the Findings                                      51

–              Conclusions                                                             53

–              Educational Implication of Findings                                53

–              Recommendations                                                   54

–              Limitations of the Study                                          55

–              Suggestions for Further Studies                              56

–              Summary of the Study                                             57

 

References                                                               58

Appendix                                                                 60

CHAPTER ONE

INTRODUCTION

Background of Study

The school as an organisation has its set goals and objectives which includes imparting knowledge (cognitive domain) character development (affective domain) and psycho-motor domain of future leaders. For those objectives to be achieved, a good working relationship between the school heads and their subordinate staff is important. This situation is expected to enhance or help build up an excellent academic environment and with subsequently influence positively the general academic results.

 

The above situation could be attained when the principles discharge their duties or obligations to teachers under their care and teachers in turn learn also to reciprocate by discharging their own duties to the students and the school in general.

 

According to Musaazi (1985) a good working relationship created the number of time conflict occur between them. This can be achieved when the principals show concern, for the welfare of the staff as well as that of the students. These includes recommending them for promotions through ideal performance evaluation, giving information that concern the teachers to them, helping to get their staffers salaries and benefits and giving considerable attention to each and collective problems of the teachers.

 

Now be it the reduction or elimination of conflicts in school depends not only on the principals but on teachers equally. Teachers should put in their best at all times. These include attending school functions and meeting, showing concern to the progress of the school.

 

Inspite of the above desirable conditions that are expected to exit in schools the issue of conflict between teachers and principals is still quite prevalent in our schools today. These conflicts take various forms and consequently affect the smooth running and achievements of the objectives of the school system. This issue of conflict attracted the concern of this researcher hence the need to identify the factors that generate conflict between secondary school principals and teachers within Enugu East Local Government Area of Enugu State.

 

Statement of the Problem

The school is a social organisation. For any organisation to be in cordial relationship with one another the staff of the organization, when people work in a conductive atmosphere, the goals and objectives of the organisation are easily realizable. In schools, the principal are the administrators while the teachers work under them. Their relationship is expected to be cordial so that peace, process and harmony will prevail in the institution.

However, the above condition is just the ideal. In real life situation one finds that the progress of the schools often marked by series of conflicts. These conflicts which emanate from various sources are never good for proper social and academic excellence. In view of this the problem of this study is as follows:

What are those factors that generate conflict between principals and teachers in secondary schools in Enugu East Local Government Area of Enugu state.

 

Purpose of the Study

The major purpose of this study was to identify the factors that generate conflict between principal and teachers in secondary schools, especially the study sought to:

1. Find out if the leadership style of principals create conflict between him/her and teachers
2. Find out if lack of dedication by teachers generate conflict between them and the principals
3. Find out if lack of motivation of teachers generate conflict between teachers and principals
4. Find out if regular payment of salaries and other benefits create conflict  between principals and teachers
5. If poor information flow create conflict between principals and teachers in secondary school.

 

 

Significance of the Study

This work is of great significance to many including teachers, principals, parents and students in the following ways.

Teachers good relationships with principals of their schools enhance production and indirectly provide basis for their promotion as and when due. Teachers are appraised by their principals annually. This annual assignment by the head teachers, the principal is an opportunity for him/her to use power. Any teacher that is not in good book of the principal will not pass and as such will not be promoted.

Students achieve much in atmosphere of peace and tranquility. The student are cheated in this regard where there are conflict among teachers and principals common conflict among teaching staff and principal include lateness to school, absence in class and non compliance to other rules in the school. All these directly affect teaching and learning. But when a child is properly taught, he/she will also learn very well.

This study is beneficial to the parents whose objective is to make their children learn. In an atmosphere of peace the parents will be rest assured of the safety of their children. The performance of students will also be enhanced in atmosphere of peace.

The principal of any school that achieve peace must have worked hard. Such principal must have applied conflict resolution strategies reveal in this work and or designed an administrative structure devoid of conflicts such as division of labour, dialogue and persuasion in their daily activities.