INFLUENCE OF HEAD-TEACHERS CONFLICT MANAGEMENT STYLE ON TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS

Abstract

The study focused on influence of head-teachers conflict management style on teachers’ job satisfaction in public secondary schools in Awka education zone of Anambra State, Nigeria. Two research questions guided the study and two null hypotheses were tested. A descriptive survey research design was adopted. The population of the study consisted 122 head-teachers in 61 public secondary schools in Awka education zone. No sample was taken, as the population size was manageable. A 16-items structured questionnaire validated by three experts was used for the study. The reliability of the instrument was ascertained using Pearson Product Moment Correlation Co-efficient to determine its degree of reliability which obtained overall reliability coefficient values of 0.95. Data related to the research questions were analyzed using mean and standard deviation while Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that respondents disagreed that head teachers use integrating conflict management style while they agreed in using obliging conflict management style for their job satisfaction. The study revealed that head teachers’ years of teaching experience does not affect the uses of integrating and obliging conflict management style in their job satisfaction. It was concluded that integrating conflict management style are rarely used by the head teacher. It was recommended, among others, that Head teachers should strive at minimizing conflicts and use appropriate methods to manage them such integrating either than obliging conflict management style. Article visualizations: