Management of School Conflict and Its Effect on Staff Relations in Secondary Schools in Plateau State

This study examines the management of organisational conflict and its effects on staff relations in public secondary schools in Plateau State, North Central Nigeria. Conflicts among teaching and non-teaching staff, between teachers and administrators, and across professional groups are commonplace in Nigerian secondary schools and can significantly undermine collegiality, institutional trust, and instructional effectiveness. The study employs a descriptive survey design, targeting 260 teachers, vice principals, and principals from schools in Jos South, Barkin Ladi, and Bokkos local government areas. Data were gathered using a conflict management strategies questionnaire and a staff relations quality scale, both validated through expert review. Pearson correlation and regression analysis were applied. The study draws on Thomas and Kilmann's Conflict Mode Instrument and Robbins' Conflict Management Theory. It examines the use of avoidance, accommodation, competition, compromise, and collaboration strategies by school administrators and their differential associations with staff cohesion, morale, and professional cooperation. Findings are anticipated to show that collaborative and compromising conflict management strategies are positively associated with improved staff relations, while avoidance and competitive approaches are linked to deteriorating interpersonal dynamics. Recommendations target the Plateau State Secondary Education Board and teacher training institutions on embedding conflict management competencies in school administration training programmes. The study contributes to the educational administration literature on organisational health in North Central Nigerian secondary schools. Keywords: conflict management, staff relations, secondary schools, Plateau State, organisational behaviour