Principals’ Conflict Management Strategies and Staff Productivity in Secondary Schools in Ekiti State

This study investigates the relationship between principals' conflict management strategies and staff productivity in public secondary schools in Ekiti State, South West Nigeria. Conflicts among staff members, between teachers and administrators, and between school leadership and external stakeholders are a common feature of institutional life in Nigerian secondary schools. How principals manage such conflicts has significant implications for staff morale, instructional cohesion, and organisational productivity. The study employs a descriptive correlational design and samples 300 teachers and principals from 35 public secondary schools across Ekiti Central, North, and South senatorial zones. Validated questionnaires are used for data collection, and analysis involves Pearson correlation and analysis of variance. The study draws on Thomas and Kilmann's Conflict Management Model. Results indicate that collaborative and compromising conflict resolution styles are associated with higher levels of staff productivity, while avoidant and competing approaches correlate with low morale, absenteeism, and high staff turnover. Principals who adopt structured conflict resolution mechanisms and maintain transparent communication report more cohesive and productive staff environments. The study recommends the incorporation of conflict management training into the professional development curriculum for school principals in Ekiti State. Keywords: conflict management, staff productivity, principal behaviour, secondary schools, Ekiti State.