Role of Education Administrators in Conflict Resolution in Polytechnics in the North East Zone

This study examines the role of education administrators in resolving institutional conflicts in polytechnics in the North East geopolitical zone of Nigeria. Conflict in higher educational institutions, whether among students, between faculty and management, or within administrative structures, poses significant risks to institutional stability and academic continuity. In the North East zone, a history of security-related disruptions and resource scarcity has created a particularly volatile institutional environment in which effective conflict management by administrators is critically important. The study employs a descriptive survey design and samples 160 administrators, academic staff, and student representatives from polytechnics in Gombe, Bauchi, and Yobe States. Data are collected through questionnaires and semi-structured interviews, and analysis employs mean scores and chi-square tests. The study draws on the Integrated Conflict Management System Framework. Findings reveal that administrators who employ collaborative and facilitated dialogue approaches to conflict resolution achieve faster and more durable resolutions than those using authoritative or legalistic methods. Inadequate training in conflict management and the absence of formal conflict resolution policies are identified as key institutional gaps. The study recommends the adoption of formal conflict management policies and the training of polytechnic administrators in mediation and negotiation techniques across the North East zone. Keywords: conflict resolution, polytechnic administration, institutional conflict, North East Nigeria, educational management.