The Roles of Dialogue and Negotiation as Strategies for Educational Conflict Resolution in Mission Secondary Schools in Okigwe Education Zone II, Imo State, Nigeria

摘要

Conflict is a reality of life and a human predicament, including the school environment. The good news is that conflict can be managed with good outcomes. This study was conducted to test the roles of dialogue and negotiation as strategies for educational conflict resolution in mission secondary schools in Okigwe Education Zone II of Imo State, Nigeria. A descriptive survey was the design. Four research questions were raised congruent with the purpose of the study. Correspondingly, four null hypotheses were formulated and tested at 0.05 level of significance. A questionnaire titled “Strategies for Educational Conflict Resolution” (SECR) was used as the instrument for data collection. It was made up of 25 items modified in 4-point Likert scale, validated and tested for reliability. The population of the study consisted of twenty-five (25) schools with eight thousand and three hundred students (8,300) and three hundred and ten (310) teachers including principals. From this target population, twelve (12) schools were purposively selected for the study and two hundred and sixty-eight (268) students and teachers (including principals) were also purposively selected as sample size. Data collected were analyzed using mean scores while z-test statistics was employed in testing the hypotheses. The study found out that, there is no significant difference between the mean ratings of the responses of students and staff regarding conflicts in schools and the roles of dialogue and negotiations as strategies to combat them. Based on the findings it was recommended among others that schools should adopt policies that ensure the success of educational objectives in schools and at the same time strengthen conflict awareness and competence in its management.