THE INFLUENCE OF ADMINISTRATORS’ CONFLICT RESOLUTION AND PROBLEM-SOLVING SKILLS AS DETERMINANTS OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN SOUTH-EAST STATES, NIGERIA

This study investigated the influence of administrators’ conflict resolution and problem-solving supervisory skills on teachers’ job performance in secondary schools in the South-East states of Nigeria. The success of secondary school education depends significantly on administrators’ ability to address conflicts and solve problems effectively, as these factors influence teachers' engagement, discipline, and overall performance in the classroom. Recognizing the critical role of education in societal development, the research focuses on how effective supervision by school administrators can enhance teaching quality and, consequently, student outcomes. A descriptive survey design was employed, with data collected from 1,396 respondents (1,330 teachers and 66 administrators) across South-East states (Abia, Anambra, Ebonyi, Enugu, and Imo) using a structured questionnaire. The instrument, validated by experts and tested for reliability using Cronbach’s alpha, measured the impact of conflict resolution and problem-solving skills on teachers’ performance. Data analysis involved descriptive statistics and Analysis of Variance (ANOVA) 0.05 significance level. The study revealed that administrators’ conflict resolution and problem-solving skills significantly influence teachers’ job performance. Specifically, collaborative conflict resolution strategies and problem-solving approaches that encourage critical thinking were found to be highly effective in enhancing teachers’ performance. The study also found no significant differences in the perceptions of teachers and administrators across the five states, indicating a consensus on the importance of these supervisory skills. The study concludes that administrators’ supervisory skills are crucial for fostering teacher productivity and improving the quality of education in secondary schools. Based on the outcome of this study, we recommend regular training for administrators on conflict resolution and problem-solving techniques and skills in school management practices.