A Quantitative Analysis of Teachers’ Opinions On The Dynamics of Conflict Variables In Secondary Schools In Nigeria
This study investigated teachers’ opinions on the dynamic manifestations of conflict communication, conflict incidence, conflict tactics and conflict level in public secondary schools in Adamawa state, Nigeria. A survey research design was adopted and a multistage sampling technique was used to select 1,528 teachers from 5 educational zones in the state. A self structured questionnaire entitled “School Conflict Variables Questionnaire” (SCVQ) was used to elicit information from secondary school teachers. Frequency counts, standard deviation and charts were used to analyze and interpret data collected. Findings revealed that communication is the nucleus of conflict trigger as well as a potent tool for conflict prevention and management in schools. Conflict incidence and conflict level vary from one secondary school to another, depending on how conflict tactics were employed to immediately respond to emerging conflicts. The implication of the study on teachers’ productivity was explored and a number of policy options were suggested for school personnel and educational planners.