Thesis Abstract

Abstract
Conflict management is an essential aspect of any organizational setting, including educational institutions. This research project aims to explore the conflict management strategies used by teachers during practical sessions. The study examines the perceptions of teachers regarding various conflict situations that may arise during practicals and the strategies they employ to address and resolve these conflicts effectively. The research adopts a qualitative approach, utilizing interviews and observations to gather in-depth data on teachers' experiences with conflict management during practical sessions. A total of 30 teachers from different disciplines and educational levels are selected as participants for this study. The data collected are analyzed thematically to identify common conflict situations, the strategies employed by teachers, and the perceived effectiveness of these strategies in managing conflicts during practicals. The findings reveal that teachers encounter various types of conflicts during practical sessions, including student-student conflicts, student-teacher conflicts, and resource-related conflicts. In response to these conflicts, teachers employ a range of strategies such as mediation, communication, negotiation, and problem-solving. The effectiveness of these strategies is perceived to depend on factors such as the nature of the conflict, the individuals involved, and the context of the practical session. Furthermore, the study identifies several challenges that teachers face in managing conflicts during practicals, including time constraints, lack of training in conflict resolution, and power differentials between teachers and students. Despite these challenges, teachers demonstrate resilience and adaptability in handling conflicts, often relying on their experience and interpersonal skills to navigate challenging situations effectively. Overall, the research highlights the importance of conflict management skills for teachers in practical settings and underscores the need for training and support to enhance teachers' abilities in resolving conflicts constructively. By gaining insights into teachers' perceptions and experiences with conflict management during practicals, this study contributes to the existing literature on conflict resolution in educational settings and provides valuable implications for teacher training programs and professional development initiatives.

Thesis Overview

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.