CONFLICT RESOLUTION STRATEGIES AND WORK BEHAVIOUR OF SECONDARY SCHOOL TEACHERS IN CALABAR SOUTH LGA

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CONFLICT RESOLUTION STRATEGIES AND WORK BEHAVIOUR OF SECONDARY SCHOOL TEACHERS IN CALABAR SOUTH LGA

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Webster’s Dictionary (1983) defined conflict as sharp disagreement or opposition of interests or ideas. According to Meek, Heit and Page (2005), conflict is a disagreement between two or more people or between two or more choices. Similarly, Cannie etal (2002) referred to conflict as a disagreement or struggle between two or more people in a relationship. Hart (2002) wrote that “conflict is a state of opposition, disagreement or incompatibility between two or more people or groups of people which is sometimes characterized by physical violence or assault”. The definitions could be summarized that conflict was condition that arises whenever the perceived interests of an individual or a group clash with those of another individual or a group in such a way that strong emotions are aroused and compromise is not considered to be an option.

The implication to this was that conflict only occurs where there was a struggle characterized by actions and reactions from the two or more opposing groups that results into expressed struggle which means the two sides must be aware of the problem but in opposing contexts for there to be a conflict. Another important indication is that conflict often involves perceptions whereby the two sides may only perceive that their goals, interests, resources and interference are incompatible with each other’s and are appearing to be threatened.

Conflict has some distinctive features that have been identified by researchers such as Lulofs (1994), McCorkle and Mill (1992), McKinney etal (1995) to include the following:

1. Conflict usually requires two sides that are antagonist to each other. This can be through two feelings within an individual, two people or two groups;

2. Conflict inherently involves some sense of struggle or incompatibility or perceived differences among values, goals or desires;

3. Action, whether overt or covert, is the key to any conflict such that until an action or expression occurs; conflict remains latent, lurking below the surface;

4. Power through coercion or attempt to influence through manipulation inevitably occurs within conflict.

More often than not, conflict unfolded when new initiatives are implemented or when there was a change in decision making in a given setup. This was so because people find it unpleasant to change their beliefs or practices that have been adopted for a greater part of their lives, any attempt to change or modify these practices may breed conflict. Tannen and Debora (2003) indicated that conflicts are mostly initiated through change in that where there is a change, there will be conflict since conflict is a natural part of the change process. They argued that conflict does not occur in a vacuum, in other words, there are causes to conflict of any type and perceive conflict and that conflict can be considered as the main vehicle through which change takes place in society. Covey (2002) observed that conflict emerges when one party decides that things are not moving the way it should and seeks a change, which is not agreed to by the other party. This shows that it takes one party to declare a conflict which the other party is drawn into. In this regard, Girard and Koch (1996) asserted that the rapid pace of change in society over the last few decades has far outstripped the human body’s natural evolutionary change rate, hence, the many conflicts in the world.

According to Boulding (1993), the adverse effects that conflict can produce disagreement between people but noted that it also has advantages. Wehlege and Wisconsin (2000) pointed out that conflict is a pivot around which change takes place in workplaces and the society at large because disagreements sharpen focus and defines what the important issues are. Wheeler and Terrence (1995) indicated that suppression of conflict and dissent is a sure sign that freedom is on the decline and democracy is in trouble. Likewise, Aldag and Stearns (1987) explained that theorists and practitioners today view conflict as a useful force in an organization and, if managed correctly, can be a potential force for innovation and change. In disagreeing with the notion that conflict is inherently destructive. Robbins (2000) instead asserted that a certain amount of conflict in an organization is healthy as it prevents the organization from stagnating and from producing myopic decisions.

This positive perspective implies that when conflicts are effectively managed, it can lead to outcomes that are productive and can enhance the health of the organization overtime. Thus, conflict in itself is neither good nor bad in value terms; it is natural, and has an impact on an organization and the behavior of the people in it is largely dependent on the way it is treated. Jenning and Stuart (2004) also agreed to the assertion that conflict is a necessary agent to stimulate change and innovation and that problems and inefficiencies in working will be highlighted by conflict whereas attempts to eliminate conflict can lead to such matters being “swept under the carpet”. Owens (2001) precisely noted that healthy competition and rivalry can lead to better decisions being made as attention is more clearly focused on the issue.

Eccles and Gabbaro (1995) also noted that the impact of such conflict is that groups can become more cohesive and operate more effectively as teams, increasing more group and individual motivation. This in turn, goes a long way to boost standards of performance as a result of commitment and concern to make better decisions (Barker and Gum (1994), Jorgensen and Gail (1990), Hopkins and Raynolds (1995)). These observations imply that the cyclic relationship between conflict and change whereby change determines conflict and conflicts results into further changes has a determining effect on the world’s dynamic processes.

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in conflict resolution strategies and work behaviour of secondary school teachers in calabar south lga

Objectives of the study

1.To understand the impact of conflict management on work behaviour of secondary school teachers

To understand the relationship between conflict management and work behaviour of secondary school teachers

1.4Research questions

What is the impact of conflict management on work behaviour of secondary school teachers
What is the relationship between relationship between conflict management and work behaviour of secondary school teachers

1.5Research hypothesis

H0: There is no relationship between conflict management and work behaviour of secondary school teachers

H1: There is a relationship between conflict management and work behaviour of secondary school teachers

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