CONFLICT MANAGEMENT STRATEGIES AND TEACHER EFFECTIVENESS IN PRIVATE SECONDARY SCHOOLS IN SOKOTO STATE, NIGERIA

Abstract

This study examined conflict management strategies and teacher effectiveness in private secondary schools in Sokoto State, Nigeria. Two hypotheses guided the study, and correlational survey design was adopted. The population comprised of 129 administrators and 2371 teachers making a total of 2500 participants. Stratified proportionate sampling techniques was used to select 18 administrators and 322 teachers making a total of 340 respondents across the six education zones. Only 328 respondents returned the questionnaires making a return rate of 97%. . Two researcher-developed instruments were used for data collection: (i) the Conflict Management Assessment Questionnaire (CMAQ) and (ii)Teachers’ Effectiveness Assessment Questionnaire (TEAQ). The instruments were pilot tested, and experts established their content validity, yielding content validity indexes of 0.89 for CMAQ and 0.87 for TEAQ. Reliability was determined using the test–retest method at two-weeks interval, with reliability coefficients of 0.84 for CMAQ and 0.87 for TEAQ. Data were analyzed using inferential statistics of Pearson Product Moment Correlation (PPMC). Findings revealed significant and positive relationship between dialogue and teacher effectiveness while significant and negative relationship was established between coercion and teacher effectiveness. Part of the recommendations stated that school implement clear policies that discourage the use of coercive strategies such as excessive punishment, threat and authoritarian control in classroom management. Instead teachers should be encouraged to adopt supportive disciplinary approaches, positive reinforcement and mentoring system without resulting into coercion.