Full Project – EVALUATION OF TEACHERS INTERVENTION STRATEGIES TOWARDS CONFLICT RESOLUTION IN SECONDARY SCHOOLS

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CHAPTER ONE

INTRODUCTION

Background of the Study

Conflict is an inescapable part of life. It may occur between individuals, groups, or even inside a person. Every organization, especially educational ones, has conflict. The primary issue about the result of a given dispute is the intervention tactics for conflict resolution, whether good or negative.

Numerous intervention tactics for conflict resolution have been developed for use by teachers in secondary schools, including social intervention strategies, administrative intervention strategies, moral intervention strategies, and psychological intervention strategies. As a tool for resolving conflict, early teacher awareness of kids’ social and emotional difficulties is critical for optimal developmental results (Crow & Richie, 2008). Social and emotional disorders, on the other hand, persist throughout time and are very resistant to change. As a result, it’s unsurprising that there is a high correlation between student behavioral issues, delinquency, and subsequent crime (Enyi, 2002). However, if these social and emotional problems in students are left unattended, they create impairment which places students at high risk of persistent social and emotional problem, under-achievement, school drop-out and ultimately delinquency.

Young students’ ability to learn and eschew conflict is assured by a sense of security and stability and continuous relationship with teachers including their families and communities, Okoro in Mhehe (2007). Therefore, teachers early identification of students social and emotional problems and intervention on these social and emotional problems of students can have a significant impact on the developing students. Reits in Onoyase (2009) considers the development of emotional stability and social ability in the early years of students by teachers as playing a critical part in shaping the way students think, learn, react to challenges and develop relationships throughout their lives. Thus, teachers help to develop and influence students socially and emotionally because it contributes to the cognitive development of the students.

Teachers develop students socially and emotionally by helping them to identify and understand their own feelings; accurately read and comprehend emotional reactions from others; manage strong emotions and their expression in a constructive manner; control one’s own behaviour; develop compassion for others; establish and maintain relationships (Casey & Owne, 2007). However, when teachers help students to achieve the above feat, continual physical aggression, high school drop-out rates, adolescent delinquency and antisocial behaviour which are associated with students’ conduct will be ameliorated. The students’ years in the school are a vulnerable period for learning to control development of aggression which ushers in conflict (Oputa, 2003). It is evident that students who display high level of physical aggression in school are at the highest risk of taking part in violent behaviours as adolescents or adults. This calls for teachers’ intervention in restructuring the students way of behaviour; a way of preventing conflict in the secondary school system.

As an administrative intervention technique for resolution of conflict in secondary schools, teachers can address behaviours students manifest to avoid or escape a difficult academic task by teaching the students to use a better acceptable escape behaviour (Greenhalgh 2009). (Example is asking for help, which must be available once the student ask for it). According to Hurton & Hunt in Fadipo & Ojedele (2001), it is usually ineffective and often unethical to use aversive technique to control students’ behaviour (e.g. corporal punishment). To this extent, punishment such as suspension should only be considered in extreme cases i.e when the students’ behaviour severely endangers his or her safety or the safety of others; the teacher should try every possible positive intervention (for an appropriate length of time, remembering that behaviour may get worse before it gets better) before considering punishment (Ude, 2006).

According to Okoro in Mhehe (2007) the psychological intervention strategies to be embraced by the teacher in handling students’ problem should include knowledge of counseling techniques, confidentiality procedures, behaviour modification techniques and knowledge of legal procedure rules techniques. The teacher can equally recourse to the current psychological research technique, grief counseling techniques; interpersonal communication techniques and scientific research methodology in order to resolve conflicts in the secondary schools (Oputa, 2008).

Teachers teach students perspective taking, self control and social behaviour such as sharing as a way of moral intervention strategies for resolving conflict (Greenhalgh, 2009). However, there is general agreement that teacher effective and mature moral skills must have some capacity to control students behaviour. Teachers teach students self-discipline, along with empathy which are the two building blocks of character. Teachers equally teach the students the ability to carry out their moral vision which is one of the four central ingredients in their cognitive developmental model of moral maturity, which is parallel to moral will for conflict resolution in secondary schools (White, 2007).

However, the existence of conflict in the school when neglected can result to chaos, break down of law and order and decline in standard of education. The need for teachers to partake in conflict resolution in secondary school can not be over stressed. It is based on this need that the researcher decided to carry out an investigation on conflict resolution in secondary schools: teachers’ intervention strategies in Owerri Education zone, of Imo State.

Statement of the Problem

Conflict among management, staff and students of the secondary school organization clog the wheel of progress, growth and development of the school. Unresolved conflict precipitate to continual rift, squabble and acrimony among management, staff and students of a school. Conflict and its concomitant consequences in the secondary school system has worsened because of lack of intervention strategies in resolving conflict.

Generally, the school management seem to play a major role in conflict resolution in schools. At times the role teachers play in conflict resolution may not be quite recognized. However, teachers by virtue of their relationship with students and positions in the schools should fully participate in resolution of conflicts. It is based on these flaws that the present study is faced with the problem of establishing valid intervention strategies teachers can use to resolve conflict.

Purpose of the Study

The purpose of this study is to identify the intervention strategies teachers can adopt in conflict resolution with regard to secondary schools in Owerri Education zone.

Specifically, the study will seek to:

1. Find out the social intervention strategies teachers can adopt in resolving conflicts in secondary schools.
2. Identify the administrative intervention strategies teachers can use to resolve conflicts in secondary schools.
3. Ascertain the psychological intervention strategies teachers can recourse to in resolving conflicts.
4. Identify the moral intervention strategies teachers can apply in resolving conflicts.

Significance of the Study

This study will be of benefit to the school administrators, Educational Boards, Ministries of Education and government at all levels. The principals, teachers and staff of ministries of education, besides other educational agencies, will benefit from this study. Headmasters/headmistresses and teachers at the primary school level, the students of secondary school, and other organizational leaders, school inspectors of the ministries of education will equally benefit from this study.

This study is expected to be beneficial to school administrators because when they get to know the intervention strategies a teacher should adopt in conflict resolution, they shall be willing to give teachers free hand and support when such cases arise. This will help the school administrators to cope with other administrative works needing their attention.

The findings of this study will be most valuable to Educational Boards, Ministries of Education and the government at all levels in reducing and averting conflicts that have to do with non-satisfaction of human needs and poor incentives in the teaching and learning field by making sure that the teachers’ needs are adequately and timely met. The study will add to the existing phenomenon of conflict resolution. It will provide general guide in conflict resolution. It will equally add to the existing concepts and ideas on intervention strategies for conflict resolution. Thus, this study is theoretically considered significant.

The principals, teachers and students of secondary education ministries/management board and other educational agencies will benefit from this study. Principals in secondary schools will benefit from this study because it will provide them with greater wisdom on how to resolve conflict among themselves. Furthermore, the study will enable the principals to discover the need to define teachers’ roles and involve them in decision making that affects them. This will enhance conducive school environment for teaching and learning which in turn necessitate the attainment of school objective.

Equally, headmasters/headmistress and teachers at the primary school level will equally benefit from this study because it will aid them to know various causes of conflicts in the schools and discover how to manage conflict in primary schools. Thus, the awareness will help them to avoid actions leading to conflict for the interest of their job. Hence, peaceful environment will help the head-teacher in proper allocation of scarce resources. Therefore teachers will discover the importance of being dedicated to their duties as non dedication of duties generates conflict between them and the head-teachers.

To this extent, the study will be beneficial to the students because when there is peace and harmony in the school, effective teaching and learning will take place. This will promote high performance of students in examination. Equally, the study will be of benefit to organizational leaders, school inspectors and others educational agencies because it will help them to know the types of rules to make in order to curb conflicts. To this end, it will aid them in providing favourable conditions of service for teachers and functional educational system that will require adequate intervention strategies for conflict resolution between principals and teachers to promote organizational effectiveness.

Scope of the Study

This study will focus on the various intervention strategies teachers can employ towards the resolution of conflicts in secondary school. These intervention strategies include; social intervention strategies, moral intervention strategies, administrative intervention strategies, and psychological intervention strategies.

Research Questions

The following research questions are posed to guide the study:

4. What are the social intervention strategies teachers can adopt in resolving conflicts in secondary schools?
5. What are the administrative intervention strategies teachers can use to resolve conflicts in secondary school?
6. What are the psychological intervention strategies teachers can recourse to in resolving conflict?
7. What are the moral intervention strategies teachers can apply in resolving conflicts?

Hypotheses

The following hypotheses will be tested at p<0.05 significance level.

Ho₁: There is no significant difference between the mean ratings of teachers and principals with regard to administrative intervention strategies teachers can use to resolve conflicts in secondary schools.

Ho₂: There is no significant difference between the mean ratings of teachers and principals as regards moral intervention strategies teachers can use to resolve conflicts in secondary schools.

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Full Project – EVALUATION OF TEACHERS INTERVENTION STRATEGIES TOWARDS CONFLICT RESOLUTION IN SECONDARY SCHOOLS