RELATIONSHIP BETWEEN NON-CONFRONTATIONAL CONFLICT MANAGEMENT STRATEGY AND TEACHERS’ CLASSROOM ACTIVITIES IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The purpose of this study was to determine the relationship between non-confrontational conflict management strategy and teachers’ classroom activities in secondary schools in Anambra State. The study was guided by one research question and one null hypothesis were tested. The correlational research design was adopted. The population of the study was made up of 6,815 teachers while the sample of the study was 2,727 teachers sampled using proportionate random sampling technique. Structured instruments developed by the researcher were used for data collection. The instruments were validated by three experts who are lecturers- one from Measurement and Evaluation, Department of Educational Foundations and the other two were lecturers in Educational Management and Policy, all in Faculty of Education, Nnamdi Azikiwe University Awka. The reliability of the instrument was determained through a trial testing in five public secondary schools in Enugu State. The data were analysed using cronbach alpha method. Alpha coefficients of 0.78 were obtained of PCMSQ while a coefficient of 0.80 obtained for TESAQ. The researcher administered the copies of the instrument through electronic means with the help of 5 research assistants each covering the six education zones. The Pearson Product Moment Correlation was used to in data analysis in order to determine the relationship between non-confrontational conflict management strategy and teachers’ classroom activities in secondary schools in Anambra State. Findings indicated that a high positive and significant relationship existed between non-confrontational conflict management strategy and teachers’ classroom activities. Based on the findings, it was recommended teachers should endeavor to take advantage of principals’ non-confrontational management strategy to enhance their classroom activities, compliance to principals’ directive as well as teachers’ participation in meetings, committees and outdoor school activities in secondary schools.