ASSESSMENT OF RESPECTFUL CONDUCT IN SCHOOL CULTURE MANAGEMENT PRACTICES FOR IMPROVED ACADEMIC PERFORMANCE IN RURAL PUBLIC SECONDARY SCHOOLS IN RIVERS SOUTH-EAST SENATORIAL DISTRICT

This study assessed the role of respectful conduct in school culture management practices aimed at enhancing academic performance in rural public secondary schools in Rivers South-East Senatorial District. The research focused on the effects of collaborative dialogue, conflict resolution, and student community involvement on academic outcomes. Employing a descriptive survey design, the study sampled 400 participants from a total of 986 staff members using Taro Yamane sample size determination. Data was collected using the validated Respectful Conduct in School Culture Management Practices Questionnaire (RCSCMPQ), achieving a return rate of 70.75%. Analysis of the data was conducted using descriptive statistics of mean and standard deviation. The findings indicated notable deficiencies in teacher engagement and feedback mechanisms related to collaborative dialogue, while participants expressed favourable opinions on conflict resolution strategies. Furthermore, although community service initiatives elicited varied responses among participants, the overall consensus acknowledged their positive impact. It was concluded that implementing targeted respectful conduct strategies aimed at improving collaboration, resolving conflicts, and encouraging community engagement is central to school culture management practices for improved academic performance in the rural public secondary schools. Recommendations include developing structured communication initiatives, providing conflict resolution training, and fostering community partnerships.