CONFLICT RESOLUTION STRATEGIES EMPLOYED BY SECONDARY SCHOOL MANAGEMENT IN EDO SOUTH SENATORIAL DISTRICT

This study investigated the conflict resolution strategies employed by secondary school management in Edo South Senatorial District, Nigeria. The aim was to determine the extent to which various strategies—namely avoidance, collaboration, and competition—are applied in managing conflicts within the school system. The study was guided by three research questions and one null hypothesis, tested at the 0.05 level of significance. A descriptive survey research design was adopted. The population comprised 387 principals and vice principals across public secondary schools in the district. Using a stratified proportionate sampling technique, 105 school leaders were selected from all seven local government areas within the senatorial district. A structured questionnaire served as the instrument for data collection, and its reliability was confirmed through Cronbach’s alpha coefficient of 0.80, indicating good internal consistency. Data were analyzed using mean scores, standard deviation, and independent samples t-test. Findings revealed that the avoidance, collaboration, and competing strategies were employed to a high extent by school management to resolve conflicts. Moreover, the study found no statistically significant difference in the application of conflict resolution strategies based on the location of the schools. The implication is that school leaders in both urban and rural areas adopt similar approaches to conflict management. The study recommends the sustained use of avoidance and collaboration strategies by secondary school administrators, given their effectiveness in mitigating tensions and fostering a more cooperative educational environment. Additionally, periodic training and professional development in conflict resolution techniques are advised to enhance school leadership capacity.