Conflict Resolution Strategies in Secondary School Management in Cross River State

This study examines the conflict resolution strategies employed by school managers in public secondary schools in Cross River State, South South Nigeria. Conflict is an inevitable feature of organisational life, and schools are no exception. Teacher-teacher conflicts, principal-teacher disagreements, student-teacher tensions, and community-school disputes can, if poorly managed, disrupt school operations and undermine institutional effectiveness. In Cross River State, where teacher union activities and community engagement in school management have historically been significant, conflict management competency among school leaders is particularly relevant. A descriptive survey design was adopted, with data from 30 principals and 240 teachers across 20 secondary schools in Calabar, Ikom, and Ogoja. Conflict resolution strategies assessed include negotiation, mediation, avoidance, compromise, and arbitration, using an adapted Conflict Resolution Style Inventory. The relationship between strategy preference and school effectiveness was examined using regression analysis. Results reveal that collaborative strategies, specifically negotiation and mediation, are significantly associated with higher school effectiveness, while avoidance is negatively associated with staff cohesion and operational performance. Principals trained in conflict management reported significantly more frequent use of collaborative strategies. The study concludes that conflict resolution competency is a significant leadership skill for school effectiveness in Cross River State. It recommends that the state Teaching Service Commission provide mandatory conflict resolution training for all newly appointed principals and include conflict management skills in principal performance appraisal criteria.

Keywords: conflict resolution, school management, secondary school, Cross River State, educational leadership.