CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Human civilization is full of events, and conflict arises as a result of these occurrences among humans. Conflict is unavoidable in today's well-managed organizations and economies. The school is a formal, educational organization comprised of many people with varying interests, many of which conflict with the school's or institution's established aims and purposes. Conflict is a prevalent social phenomena that happens in human civilization, which includes the classroom. The principle is the institution's leader in a secondary school system. While performing their jobs, principals and other managers may find themselves putting themselves in the shoes of their subjects, which can lead to conflict. Conflicts are normal in any organization, according to Kenan (2013), since people have various perspectives, and some people cannot tolerate other people's differing opinions, which leads to conflict.

According to Onwurah and Oboegbulem (2011), conflict is a regular occurrence in life. They are unavoidable in all organizations, including educational institutions. They engage people with a wide range of interests, goals, and aspirations. As a result, conflict is a social issue. Conflict, according to Ughamadu (2008), is a "Disagreement about a subject, whether good or bad, can occur at times. It is a typical occurrence in human relations, whether in the household, industrial, national, or international environment, because society or mankind has to dispute in order to agree ".. According to the above definitions, conflict is a regular occurrence in human connections, it can result in good or bad change, and as such, conflict management plays a role.

Conflict, according to Obi (2012), is unavoidable and inherent in all interdepartmental relationships. Conflicts typically reflect the diversity and complexity of human cultures and are not always destructive. It is an inescapable social phenomena that is a necessary component of human existence. Conflict is viewed as natural and essential under the contemporary/functionalist viewpoint, and it should be promoted for organizational efficiency and effectiveness. According to Ademola (2000), conflict stems from factors inherent in human nature: That human nature is greedy, egotistical, and innately conflictive: That governments will constantly seek their national interests, defined as power, and that such interests will clash with those of others, resulting in the inevitability of conflict. According to Obikeze (2012), conflict is a natural component of human existence and is a part of people's everyday lives. It is in man, it was born with him, it develops with him, and it lives with him.

Conflict is viewed as an inescapable phenomena in this perspective. It is a natural occurrence that human cultures all around the world are aware of, and it cannot be abolished or ignored. theonuselogu (2012). Thus, conflict management involves its encouragement in situations where its absence or repression may impair an organization's performance, creativity, or innovation. This group thinks that conflict may be both advantageous and unfavorable, and that the best way to deal with it is to manage and enjoy its benefits while minimizing its bad effects.

Since the implementation of  universal basic education,  Nigeria's educational system has seen a lot of difficulties. Complications include: an increase in the number of students in secondary schools, a shortage of teachers, assessment of students through tests and examinations, indiscipline, overage students, insufficient facilities such as classroom blocks, seats, chalk boards, poor funding, and a lack of promotion, among others. Omoebe (2002) backs up the above remark, stating that there are conflict potentials in schools, colleges, polytechnics, and universities, and that these conflicts emerge in management situations due to a lack of incentives (conflict between employees and management).

However, in order to achieve a high level of qualitative education, the principle, other school management, staff and students, and the entire community, both intra and inter, must work together to carry out their noble job. Principals, instructors, and other non-teaching employees, including students, cannot work in a different way in the school system. All of the above-mentioned jobs or functions are tied to one another, and such conflict cannot be avoided. According to Chukwu (2006), because conflict is unavoidable in school organizations, principals, school administrators, and managers should train their minds on how to handle it and be able to manage disputes by recognizing the immediate and remote causes of such conflict.

1.2 STATEMENT OF THE PROBLEM

The school is made up of teaching and non-teaching personnel, students, and even members of the host community. In disagreement with the school. If not adequately managed, the unconducive mood of the environment caused by disagreement among staff members and the community has an impact on the accomplishment of the institution's philosophical aims. According to Uwana (2013), there is widespread allegation in our national dailies and periodicals about poor educational standards in our school system, as well as cases of students engaging in vices such as tardiness to school, truancy, disobedience to principals and teachers, prostitution, cultism, refusal to do assignments, loitering during school hours, fighting among students, and so on.

Furthermore, various accusations and complaints have been made about principals and teachers and their attitudes toward work, including: tardiness to school, poor student control, absenteeism, involvement in examination malpractice, leaving school before closing time, poor attendance to class, and engaging in one or more businesses during school hours. There have also been reports of open feuds between administrators and their instructors, as well as between teachers, students, and teachers. The argument is that school principals should be well-informed, competent, and experienced, and they should be aware of sources of conflict and their presence in the school, as well as seek for ways to resolve such problems. Unresolved dispute would cause system interruption. Effiong (2015) asserts that constant discord, student scorn for principals and instructors, as well as teachers' disrespect for the principal's bad working relationship This circumstance has an impact on teaching, learning, and the moral tone of the institution. Based on the foregoing, management strategies come into play role(s) the use of techniques and skill should be applied by school management to handle conflicting ideas and opinions in order to restore normalcy among staff and move the school forward in order to achieve the institution's target goals. This study aims to discover ways that may be utilized by principals of schools and other managers to handle disputes between them and teachers, other school employees, and students in such a manner that competing problems do not impair or inhibit attainment of Nigeria education goals. Upon this premise that this study seeks to ascertain the perception of secondary school teachers on  conflict management strategies of principals.

1.3 OBJECTIVES OF THE STUDY

The broad objectives of this study is to examine  the perception of secondary school teachers on  conflict management strategies of principals. The specific areas which this study is to embark upon is:-

i.          To identify levels of conflict prevalence between principal, teachers and student in secondary schools.

ii.        To ascertain the causes of conflict between principal, teachers and student in secondary schools

iii.      To determine the common management strategies which principals of secondary schools apply in resolving conflicts in their schools.

iv.      To investigate the perception of secondary school teachers on principal’s choice of conflict management strategies.

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