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A correlation study on conflict management styles and teachers’ productivity in public secondary schools in Nigeria

Chinyere N. Alimba, Peter B. Abu

Abstract


This study investigated the relationship between conflict management styles and teachers’ productivity in public secondary schools in Adamawa state, Nigeria. A multi-stage sampling technique was used to select 1,528 teachers from public secondary schools situated in the five educational zones in the state. A self structured instrument entitled “Conflict Management Styles and Teachers’ Productivity” (CMSTP) was used to gather data for the study. Data were analysed using descriptive and inferential statistics. Teachers most frequently used collaborating style ( =3.1) during conflict situations. Accommodating (r = 0.07; p < 0.05), collaborating (r = 0.32; p < 0.05) and compromising (r = 0.10; p < 0.05) styles were significantly related to teachers’ productivity. Competing style (r = -0.01; p > 0.05) and avoiding style (r = 0.04; p > 0.05) were not significantly related to teachers’ productivity. Thus, teachers should be adequately exposed to conflict dynamics and its management approaches so as to make them more proactive in handling conflicts for better performance in their schools.

Keywords: conflict, conflict management styles, teachers productivity, public secondary school




http://dx.doi.org/10.4314/afrrev.v12i1.9
AJOL African Journals Online