A Study of Conflict Inducing Factors in Secondary Schools’ Principals-Teachers Relationship in Niger State, Nigeria

Abstract

This study investigated the factors contributing to conflicts in the relationship between principals and teachers in secondary schools within Niger State, a North-Central region of Nigeria. The research aimed to address two specific objectives, with corresponding research questions guiding the investigation. A descriptive survey design was adopted for the study, involving a proportional and random selection of 365 principals and teachers from public secondary schools across the state. Data were collected using a self-designed instrument, the "Principal-Teachers Conflict Inducing Factors Questionnaire (PTCIFQ)," and analyzed using a weighted mean. The findings revealed a high level of conflict in the principal-teacher relationships in Niger State secondary schools. Key factors that contributed to these conflicts included immoral or antisocial behaviours, misappropriation of funds, authoritarian leadership by principals, favouritism, and insubordination, among others. The study concluded that principals and teachers in secondary schools often experience strained interpersonal and professional relationships, largely due to the factors above. To address these issues, the study recommended that principals receive training in effective leadership and conflict management strategies. Additionally, it emphasized the importance of regular school visits by supervisors to mentor both principals and teachers in fostering positive working relationships. The study also suggested granting principals adequate authority and immunity to effectively manage their schools.