Principals’ Conflict Resolution Strategies and Secondary School Teachers’ Job Effectiveness in Wukari Education Zone, Taraba State, Nigeria

Abstract

The research investigated the conflict resolution tactics employed by principals and the work efficacy of secondary school teachers in the Wukari Education Zone, Taraba State, Nigeria. The study was directed by two research questions and two null hypotheses. The research employed a correlational design. The research population comprised all 467 instructors from the 30 public secondary schools in the Wukari Education Zone, Taraba State. All 467 teachers were utilised as the sample for the study due to the population's manageable size. The data collection instruments consisted of two researcher-developed questionnaires: the 'Principals' Conflict Resolution Strategies Questionnaire (PCRSQ)' and the 'Secondary School Teachers' Job Effectiveness Questionnaire (SSTJEQ).' The instrument's dependability was determined by the test-retest approach, resulting in reliability coefficients of 0.78 for PCRSQ and 0.78 for SSTJEQ, both deemed reliable. The data produced from the study was examined using mean and standard deviation to address the research objectives, while Linear Regression Analysis was employed to evaluate all null hypotheses at a significance level of 0.05. The study's results indicated that principals' conflict resolution tactics, including effective communication and conversation, were significantly related to teachers' work effectiveness in the Wukari Education Zone, Taraba State, Nigeria. The findings indicate a substantial correlation between administrators' conflict resolution tactics and teachers' work effectiveness in the Wukari Education Zone, Taraba State, Nigeria. It is advised that secondary school principals frequently employ good communication and conflict resolution strategies wisely to address disputes among school personnel, particularly on trifling matters and emotionally sensitive situations. They should facilitate an unrestricted exchange of information, prevent communication gaps, and employ discourse to elucidate positions on topics inside the school.