Causes, Effects And Solutions To The Conflicts Between The Head-Teacher And Teachers In The Primary School
(a case study of enugu north local Government area)
Conflicts between the head-teacher and teachers in primary schools can arise due to various factors, including communication breakdown, differences in educational philosophies, and power struggles. These conflicts can have detrimental effects on the school environment, affecting both the academic performance of students and the overall morale of the staff. In such instances, it is crucial to address the root causes of the discord. Implementing effective communication strategies, fostering a collaborative work culture, and providing professional development opportunities for both the head-teacher and teachers are essential solutions. Additionally, creating a transparent decision-making process and promoting a shared vision for the school can help mitigate conflicts and establish a harmonious educational environment where all stakeholders work cohesively towards the common goal of providing quality education.
The study deals with causes, effect and solution to the conflict between the head-teacher and teachers in the primary schools in Enugu North local government area. Survey research design was used in the stud. A sample size of 150 was randomly selected from population of 1,578 of staff, comprising of teachers and head-teachers. The researchers formulated five(3)research questions; by which twenty-five questionnaire items were structured. The questionnaire items were administered to the respondents and 100 filled questionnaires were recovered. The data collected were analyzed by using a four point likert scale options and a statistical mean analysis. A standard mean value of 2.0 was calculated and used as boundary condition for acceptance or rejection. Calculated values below 2.0 were rejected. While those values above 2.0 were accepted from the analysed data the researchers findings are:
Over dominance by head-teacher causes conflicts between the head-teacher and teachers in the primary schools to a high extent.
Conflict between the head-teacher and teachers brings about low performance of the pupils’ academic assessment in the primary schools to a high extend.
Respect for one anothers’ view and regular education on social relationship reduces conflicts between the head-teacher and teachers in primary schools to a high extend.
Among others, the researchers recommended that the government should carryout effective school supervision and also employ qualified teachers to the schools.
Title Page
Approval Page
Certification Page
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE:
INTRODUCTION:
The background of the study
Statement of the problem
Purpose of the study
Significant of the study
Scope of the study
Research question
CHAPTER TWO:
LITERATURE REVIEW
Introduction
Literature review: Conflict in the primary school
The implication of conflicts in the primary school
CHAPTER THREE:
THE RESEARCH DESIGN AND METHODOLOGY
Introduction
Design of the study
Area of the study
Population of the study
Sample and sampling techniques
Instrument for data collection
Validation of instrument
Reliability of instrument
Method of data collection
Method of data analysis
CHAPTER FOUR:
Presentation and Analysis of Data
Presentation of Data
CHAPTER FIVE:
DISCUSSION, CONCLUSION AND RECOMMENDATION
Discussion of Result
Educational Implications of the study
Limitations
Suggestions for further study
Summary
Recommendations
References
Appendix 1
INTRODUCTION
BACKGROUND OF THE STUDY
Primary school is a small part of the human society where relationship among people of different social setting cannot be avoided. The type of relation between the teachers and the head teachers in some primary school is characterized by a master servant and super _ordinate to subordinate relationships. These types of relationship may bring about rancouring and bitterness in the minds of the teachers whom we believe should discharge their duties in a conducive atmosphere. Thus, the teacher may be depressed and teaching and learning are impaired.
Primary education aim is to rear and bring up a child mentally, physically, socially and other wise to a state of maturity and self dependents.
According to the national policy on education, children between the ages of 5 to 6 years are expected to move straight from the home environment to the school environment. It is expected that the skills of the children at the age are sharpened by the teachers.
According to wallce (2007) who cited sperling, primary education is the basic rock and stepping to other levels of education world. Therefore it is the duty of a quality teacher with high integrity to shape this attitude to the societal values. This support the statement According to Ozochi (1992) who citied ukeje, the child are develop towards ends that are regarded as desirable by the society. Also he said that the school is set up to be controlled through the manipulation of the environment. The development of the children towards ends that are regarded as desired by the society. Ukeje further stated the main function of the school is to stimulated desirable changes in the behavior of the pupils. Teachers are the major factors in guiding and directing the pupils. And the for the classroom teachers to achieved this objectives, there must be a head to monitor their activities.
According to Ugwu (1998) who cited Okafor, he advocated for a state controlled school and place emphasis on the need for a conducive atmosphere for a better comprehension of what is taught, and recognition of individual differences which educators should take appropriate care of. In order to facilitate the achievement of the objectives primary education emphasis must be placed on needs for a conducive atmosphere for a better comprehension and recognition of differences. Okafor (1981) observed, ‘the parts of this conducive atmosphere is ensuring good relationship among the classroom teacher and their heads’.
Statement of the problems
Observation has shown that in a human society where individuals of different personality traits, coexist, good relationship is a vital tool for the sustainability of such a healthy relationship in the society. Therefore, any attempt to ignore the maintenance of healthy relationship will result to conflict or crisis among the individuals that make up the society. Primary school is like any other organized institutions which form a smaller unit of human society with the aim of instilling in the pupils the knowledge of what is true, good and beneficial to the society.
Ugwu (1998) stated that the aim was difficult to be realized in our society today as insubordination, intimidation, victimization, disrespect, depression and lack of dedication to duties have paved way for crisis to engulf most of the primary schools. The overall effect is the prevalent of oral degradation and fall in the standard of education in our society.
Purpose of the study
This research was directed towards achieving the following purposes.
1. To identify the causes of conflicts between the head-teacher and teachers in the primary school.
2. To find out the effects of conflicts among the head teacher and teachers in the primary school.
3. To find solutions to solve the problems between the head teacher and teachers.
Significant of the study
The study will be of immense benefit to teacher and the heads of schools who by virtue of the knowledge they `will acquire from this study will be exposed to the possible sources, consequences and solutions.
Consequently, the pupils who suffer when the relationship between their teachers and head teacher is marred benefit when there is a good teaching and learning environment in school.
The study will provide vital information to the school administrators whose responsibility is to manage the affairs of the school. The study will also help the supervisors to give valuable pieces of advice to the teachers and head-teacher in the school during supervision.
Scope of the study . The researchers limit the study to the identification of the causes and effects of conflict between the head-teacher and teachers; to find possible Solutions to resolve them.
Research question
The following research questions were provided to guide the research towards a meaningtful and unbiased results.
1. To what extent does over dominance by the head teacher cause conflicts between the head teacher and teachers in the schools?
2. To what extent does conflict between the head-teacher and the teachers brings about low performance of the pupils’ academic assessment s in the primary schools?
3 Does respect for one another views and regular education on social relationship reduces conflicts between the head teacher and the teachers in primary school?
Causes, Effects And Solutions To The Conflicts Between The Head-Teacher And Teachers In The Primary School
Conflicts between the headteacher and teachers in a primary school can arise due to various reasons, and addressing them effectively is crucial for maintaining a positive and productive working environment. Here are some common causes, effects, and potential solutions to these conflicts:
Causes of Conflicts:
Communication Issues: Miscommunication or lack of effective communication between the headteacher and teachers can lead to misunderstandings and conflicts.
Leadership Style: Differences in leadership styles, such as autocratic vs. participative, can create tension among staff members.
Decision-Making: Teachers may feel excluded from important decision-making processes or disagree with decisions made by the headteacher.
Resource Allocation: Conflicts can arise over the allocation of resources, including budgets, classroom materials, and teaching support.
Workload and Expectations: Discrepancies in workload expectations or perceptions of favoritism can lead to resentment among teachers.
Educational Philosophy: Differences in educational philosophies or teaching approaches can cause conflicts when they clash with the school’s mission or curriculum.
Effects of Conflicts:
Decreased Morale: Ongoing conflicts can lower morale among both teachers and students, affecting the overall school atmosphere.
Reduced Productivity: Conflicts can divert time and energy away from teaching and learning, negatively impacting student outcomes.
Teacher Burnout: Prolonged conflicts can lead to teacher burnout and increased turnover, which disrupts the stability of the school.
Negative Impact on Students: Students may be affected by the tension and discord between staff members, potentially leading to behavioral issues or decreased academic performance.
Solutions to Conflicts:
Open Communication: Encourage open and transparent communication between the headteacher and teachers. Regular staff meetings and forums for sharing ideas can help address concerns.
Conflict Resolution Training: Provide conflict resolution training for both the headteacher and teachers to equip them with the skills needed to manage disputes constructively.
Collaborative Decision-Making: Involve teachers in decision-making processes, especially those that directly affect their work, such as curriculum development or resource allocation.
Mediation: In cases of severe conflicts, consider involving a neutral third-party mediator to help facilitate productive discussions and find common ground.
Clear Policies and Procedures: Establish clear policies and procedures for addressing conflicts within the school, ensuring fairness and accountability.
Professional Development: Offer professional development opportunities for teachers and the headteacher to foster a shared understanding of educational goals and strategies.
Feedback Mechanisms: Create mechanisms for teachers to provide feedback on leadership and school policies anonymously if necessary.
Conflict Resolution Committees: Establish committees or teams dedicated to addressing conflicts and improving workplace relations.
Counseling and Support: Offer counseling or support services for teachers experiencing stress or burnout due to conflicts.
Leadership Training: Provide leadership training for the headteacher to enhance their ability to lead and manage conflicts effectively.
Resolving conflicts between the headteacher and teachers in a primary school requires a collaborative and proactive approach. By addressing the underlying causes and promoting open communication and teamwork, schools can create a more harmonious and productive working environment for all stakeholders.