Conflict management strategies as predictors of teachers’ task performance in public secondary schools in delta state
Keywords:
Conflict management strategies, dialogue strategy, avoidance strategy, dominating strategy, teachers’ task performance, public secondary schoolsAbstract
This study examined conflict management strategies as predictors of teachers’ task performance in public secondary schools in Delta State, Nigeria. Three research questions and three null hypotheses guided the study. A correlational research design was adopted. The population comprised 11,011 teachers in public secondary schools across the 25 local government areas of Delta State. A sample of 551 teachers was selected using proportionate stratified and simple random sampling techniques. Data were collected using two researcher-developed instruments: the Conflict Management Strategies Questionnaire (CMSQ) and the Teachers’ Task Performance Questionnaire (TTPQ). The instruments were validated by experts in Educational Management and Measurement and Evaluation, while reliability was established using Cronbach Alpha, which yielded an overall coefficient of 0.750. Data were analysed using simple regression at the 0.05 level of significance with the aid of SPSS version 27. The findings revealed that dialogue conflict management strategy significantly predicted teachers’ task performance, whereas avoidance and dominating conflict management strategies did not significantly predict teachers’ task performance. The study concluded that dialogue-based conflict management strategies are more effective in enhancing teachers’ task performance in public secondary schools. The study therefore recommended that principals should adopt dialogue-oriented conflict management approaches that promote open communication, collaboration, and mutual understanding within the school system.
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