PRINCIPALS’ CONFLICT MANAGEMENT STYLES AS CORRELATES OF TEACHERS’ JOB PRODUCTIVITY IN RIVERS STATE PUBLIC SECONDARY SCHOOLS

Authors

  • Offia, O. Judith
  • Prof P.C Ukaigwe
  • Prof C.M Uche

Abstract

The study ascertained the extent to which principals’ conflict management styles correlates with
teachers’ job productivity in Rivers State public secondary schools. It was guided by three specific
purposes, three research questions and three hypotheses. Correlational research design was
adopted for the study. The population for the study consisted of 7,179 respondents (teachers 6,893
and principals 286) in 286 public secondary schools in the three education zones of Rivers State.
Sample size of the study comprised 379 respondents. This was determined using Taro Yamane’s
formula. Two instruments titled Principal’s Conflict Management Styles Questionnaire (PCMSQ) and
Secondary School Teachers’ Job Productivity Questionnaire (SSTJPQ) were used for data collection.
The instrument was validated and tested for reliability using Cronbach alpha coefficient. Results obtained were 0.81 and 0.97. Simple regression analysis was used in answering the research questions, while t-test associated with simple regression was implored in testing the hypotheses formulated for the study. Findings indicated that principals’ obliging, dominating and avoiding conflict management styles were positively and highly correlated to teachers’ job productivity. It was recommended among others that principals should be trained on effective obliging, dominating and avoiding conflict management styles to enhance teacher job productivity.

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Published

2024-03-14

How to Cite

O. Judith, O. ., Ukaigwe, P. P. ., & Uche, P. C. . (2024). PRINCIPALS’ CONFLICT MANAGEMENT STYLES AS CORRELATES OF TEACHERS’ JOB PRODUCTIVITY IN RIVERS STATE PUBLIC SECONDARY SCHOOLS. BW Academic Journal, 10. Retrieved from https://bwjournal.org/index.php/bsjournal/article/view/1797