Conflict management strategies of practicals as perceived by teachers

Project Abstract

Conflict management strategies are essential in educational settings to maintain a positive and productive learning environment. This research project explores the conflict management strategies implemented by teachers in practical sessions as perceived by the teachers themselves. The study aims to investigate the various approaches used by teachers to address conflicts that may arise during practical activities in the classroom. A mixed-methods research design will be employed to gather data from teachers who conduct practical sessions in various educational institutions. Quantitative data will be collected through surveys to identify common conflict scenarios and the strategies used by teachers to manage them. Qualitative data will be obtained through interviews to delve deeper into the perceived effectiveness of different conflict management approaches. The research will focus on understanding the factors that influence teachers' choice of conflict management strategies in practical sessions. These factors may include the nature of the conflict, the personalities involved, the available resources, and the overall learning objectives of the practical activity. By examining these factors, the study seeks to provide insights into the decision-making process of teachers when dealing with conflicts during hands-on learning experiences. Furthermore, the research will explore the impact of effective conflict management on the teaching and learning process in practical sessions. It is hypothesized that teachers who employ proactive and constructive conflict resolution strategies are likely to create a more positive and engaging learning environment for students. By analyzing the perceived outcomes of different conflict management approaches, the study aims to identify best practices that can enhance the overall quality of practical sessions. The findings of this research project will contribute to the existing literature on conflict management in educational settings, with a specific focus on practical sessions. The insights gained from this study can inform teacher training programs and professional development initiatives aimed at improving educators' conflict resolution skills. Ultimately, the research aims to promote a more harmonious and effective teaching and learning experience in practical settings by highlighting the importance of strategic conflict management.

Project Overview

<p> This study is aimed at investigating the various strategies adopted by principals of secondary schools in Imo State in handling conflicts. Four research questions and three hypothesis guided the conduct of the study. Questionnaire was used to collect relevant data from three educational zones out of the six educational zones of the state. 720 teachers were randomly selected. T-test statistics was employed to test each hypothesis at 0.05 level of significance. The findings revealed that various levels of conflicts exist in secondary schools. They include, intra-personal, inter-personal, community related and inter-organizational conflicts. The most prevalent level of conflict are intra-personal, inter-personal and intra-unit/departmental. The study revealed that the conflict management strategies that are regularly used by principals are dialogue, communication and disciplinary committee. While those that are rarely used are avoidance and third party. School location influences principals choice of management strategies. On the other hand, gender has no significant difference in principals choice of conflict management strategies. In view of this, it was among others recommended that to reduce conflicts in schools, the ministry of education and the secondary education Management Board could train school principals in the acquisition and proper adoption of conflict management strategies. The suggested training could take the form of conferences, seminars and workshops on the subject matter from time to time. <br></p>