Main Article Content

Abstract

This research was aimed at evaluating the extent to which principals’ conflict management strategies predict secondary school climate in the North West Region of Cameroon. The study had six objectives, five research questions and five hypotheses. Related literature was reviewed theoretically, conceptually and empirically. The survey research design was used in this study which involved the use of predetermined sets of questions generally in form of questionnaires. The purposive sampling technique, simple random sampling technique and the accidental sampling technique were used. The sample of this study was made up of 80 Principals and 331teachers both male and female, from government, mission and private secondary schools of general education. The instruments used for data collection were the questionnaire for quantitative data collection and interview guide and focus group discussion for qualitative data collection. Analysis of statistical data was done using Statistical Package for Social Sciences (SPSS) software version 20.0 with results presented on tables and figures. Multiple regression analyses was used to measure the association between the variables, without distinction between the independent and dependent variables. The bivariate correlation was used to evaluate the degree of relationship between all the variables of this study at 0.01 level of significance. The researcher used the bivariate regression to evaluate the relationship between the independent and dependent variables to predict the score of the dependent variable from the independent variables. The findings revealed that there is a significant relationship between conflict management by collaboration and secondary school climate (r =0.747), there is a significant relationship between conflict management by accommodation and secondary school climate (r =0.795), there is a significant relationship between conflict management by compromise and secondary school climate (r =0.696), there is a significant relationship between conflict management by competition and secondary school climate (r =0.336), there is a significant relationship between conflict management by avoidance and secondary school climate (r =0.215). From the results of the findings, the researcher recommends that principals and other school heads and administrators should receive adequate training on conflict management.

Keywords

Conflict Predictor Management strategies accommodation

Article Details

How to Cite
[1]
Achu, C.B. and Kongnyuy, W.P. 2021. Dynamics of Conflict Management Strategies as A Predictor to Secondary School Climate in the North West Region of Cameroon. International Journal on Integrated Education. 4, 7 (Jul. 2021), 12-28. DOI:https://doi.org/10.31149/ijie.v4i7.2041.

References

  1. 1. Adeyemi, T. O. (2009). Principals’ management of conflicts in public secondary schools in Ondo state, Nigeria: a critical survey. Educational Research and Review. 4(9), P. 418-426.
  2. 2. Blake, R.R., & Mouton, J.S. (1964). The managerial grid. Houston, TX: Gulf Publishing.
  3. 3. Bush ,T.& Middlewood, D.(2005). Leading and Managing People in Education. London:Sage.
  4. 4. Creswell, J. W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2nded.). New Delhi: Prentice Hall.
  5. 5. Farrant, J.S. (2003), Principles and Practice of Education. London Longman House of Burnt Hill.
  6. 6. Fonkeng, E.G. &Tamanjong E.V. (2009), Secondary School Administration and Principalship. Press Universitairesd’Afrique-Cameroon Follett,
  7. 7. M. P. (1941). Dynamic administration. New York: Harper and Row.
  8. 8. Forehand, G.A. (1968). The interaction of persons and organizations. In R. Tagiuri & G.H. Litwin (Eds.) Organizational climate: Explorations of a concept (pp. 36-61). Boston, MA: Harvard University.
  9. 9. Fiore, D. J. (2004), Introduction to Educational Administration: Standards, Theories and Practice. Larchmont, NY: Eye on Education.
  10. 10. Firestone, W.A, & Pennell, J. (1993), Teacher Commitment, Working Conditions and Differential Incentive Policies. Review of Educational Research, 63(4), 489-525.
  11. 11. Gettys, J. M. (2003). The effect of school size on school climate in the middle schools of South Carolina. Ph. D. dissertation. University of South Carolina-United States. Retrieved June 3, 2011 from ProQuest Digital Dissertations database. (Publication No. 3115110).
  12. 12. Getzels, J. W., & Guba, E. G. (1957, Winter). Social behavior and the administrative process. The School Review, 65(4), 423-441. The University of Chicago Press
  13. 13. George, D. & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston, MA: Allyn & Bacon.
  14. 14. Goleman, D., Boyatzis, R., & McKee, A. (2004). Primal leadership: Learning to lead with emotional intelligence. Boston: Harvard Business School Press.
  15. 15. Halpin, A., & Croft, D. (1962, August). The organizational climate of schools. (U.S.O.E. Research Project, Contract no. SAE-543-8639).
  16. 16. Hanson, E.M. (2003). Educational administration and organizational behavior (5th ed.). Boston: Allyn and Bacon.
  17. 17. Hornby, A.S (2010), Oxford Advanced Learners Dictionary. Oxford University Press.
  18. 18. Hoy, W.K., & Miskel, C.G. (2008). Educational administration: Theory, research, and practice (8th ed.). New York: McGraw-Hill.
  19. 19. Kenny, D.A., & Zaccaro, S. J. (1983). An estimate of variance due to traits in leadership. Journal of Applied Psychology, 68, 678-685. Retrieved January 16, 2013 from EBSCOhost.
  20. 20. Kerlinga, F.N. (1973), Foundation of Behavioral Research, Educational and Psychological Inquiry, New York, Holt, Rinehalt and Winston.
  21. 21. Kottler, J. P.(1999). What Leaders Really Do. Cambridge, MA: Harvard Business School Press.
  22. 22. Kouzes, J.M., & Posner, B.Z. (1993). Credibility: How leaders gain and lose it, why people demand it. San Francisco: Jossey-Bass.
  23. 23. Lewin, K. (1997). Resolving social conflicts: Selected papers on group dynamics. Washington, DC: American Psychological Association.
  24. 24. Lunenburg, F.C., & Ornstein, A.C. (2008). Education administration: Concepts & practices (5th ed.). Belmont, CA: Thompson Higher Education.
  25. 25. Moos, R.H. (1979). Evaluating educational environments: Procedures, measures, findings, and policy implications. San Francisco: Jossey-Bass.
  26. 26. Ndiva, M.F. (2003), Educational Administration Theory and Practice, The Management of Organization and Individuals, Design House, Limbe.
  27. 27. Sweeney, J. (1992). School climate: The key to excellence. NASSP Bulletin, 76, 69-73.
  28. 28. Tambo, L.I, (2003), Principles’ and Methods of Teaching, Application in Cameroon Schools, ANUCAM Publishers.
  29. 29. Tchombe, T.M. (1987), Classroom Events, Methods, Techniques and Psychological Correlates.
  30. 30. Yaounde. Vita Press.
  31. 31. Thomas, K. W. & Kilmann, R.H. (2004). The Thomas-Kilmann Conflict MODE Instrument. Tuxedo, NY: Xicom.
  32. 32. Titanji, P. F. (2017). Understanding educational organisations and leadership. Calabar-Nigeria: University of Calabar Press