SCHOOL ADMINISTRATORS’ CONFLICT RESOLUTION STRATEGIES AS PREDICTORS OF TEACHERS’ JOB SATISFACTION IN ANAMBRA STATE PUBLIC SECONDARY SCHOOLS
Abstract
The study determined the school administrators’ conflict resolution strategies as predictors of teachers’ job satisfaction in Anambra State public secondary schools. Two research questions guided the study and two hypotheses were tested at a 0.05 level of significance. A correlational research design was adopted for the study. The population of the study comprised all the 6,185 public secondary school teachers in Anambra State. A sample of 729 teachers was selected for the study through a multistage sampling procedure. Two sets of instruments titled ‘‘School Administrators’ Conflict Resolution Strategies Questionnaire (SACRSQ)’’ and Teachers’ Job Satisfaction Questionnaire (TJSQ)’’ were used for data collection. The instruments underwent both face and content validity by three experts in the Department of Educational Foundations, all in the Faculty of Education, ChukwuemekaOdumegwuOjukwu University, Igbariam, Anambra State. The reliability of the instruments was determined using Cronbach alpha which yielded overall coefficients of 0.84 and 0.81 for SACRSQ and TJSQ respectively. Data analysis was done using simple regression. The findings of the study revealed among others that school administrators’ use of accommodative and compromising strategies are strong predictors of teachers’ job satisfaction. Based on the findings, it was recommended among others that the principals should make use of accommodative and compromising strategies in resolving school conflicts in Anambra State public secondary schools.
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