PRINCIPALS’ APPLICATION OF CONFLICT MANAGEMENT TECHNIQUES AND TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN ORLU EDUCATION ZONE 1 OF IMO STATE

Abstract

This study examined principals’ application of conflict management techniques and teachers’ job satisfaction in secondary school in Orlu Education Zone 1 of Imo State. Two (2) hypotheses were formulated to guide the study. The study adopted the correlational survey design. Conflict Management Techniques Rating Scale (CMTRS) and Teachers Job Satisfaction Rating Scale (TJSRS) were the instrument used for data collection in this study. The reliability coefficients obtained were 0.86, and 0.85 for arbitration and dialogue conflict management techniques respectively and 0.82 was obtained for Teachers’ Job Satisfaction Rating Scale (TJSRS). A sample of 288 teachers was selected using Taro Yamane and proportionate random sampling technique from a total population of 1,029 teachers in 61 public secondary schools across the eight Local Government Areas of Orlu Education Zone I in Imo State. The hypotheses were tested using Pearson “r” statistics and t-test of the significance of Pearson “r” statistics at a 0.05 significant level. The result found that arbitration and dialogue techniques as conflict management technique have low, positive and significant extent of relationship with teachers’ job satisfaction in public secondary schools in Owerri Education Zones of Imo State. Based on these findings, it was recommended among others that; Secondary school principals should not limit themselves to a single conflict management strategy as the most suitable for all circumstances. Instead, they should seek to learn and master various conflict management techniques, applying them appropriately to the specific conflict situations that arise in their educational environments.