Vol. 5, Issue 4 (2020)
The influence of principal – teacher conflict on teachers’ job performance in public secondary schools in Awka South of Anambra state
Author(s): Stephen Ugwu, Boniface Emengini, Ndidiamaka Okeke-James, Innocent Igbokwe, Israel Oparaji
Abstract: The study investigated the influence of principal-teacher conflict on teachers’ job performance in public secondary schools in Awka South of Anambra State, Nigeria. The design adopted for the work was a descriptive survey design. Two research questions and two hypotheses guided the study. The population of the study consisted of 528 teachers in the 18 public secondary schools in the study area. The sample size of 286 teachers was selected using random sampling technique. The instrument for data collection was a questionnaire titled, “Influence of Principal-Teacher Conflict on Teachers’ Job Performance Questionnaire”. The instrument was divided into two sections. Section A dealt with effects of principal-teacher conflict on teachers job performance while section B was concerned with management strategies adopted to resolve principal-teacher conflict. The instrument for the study was validated by three experts; two from the Department of Educational Management and Policy and one from the Department of Educational Foundations all in the Faculty of Education, Anambra State University, Awka. The reliability of IPTCTJPPSSQ was established through pilot-testing and analysis using cronbach alpha which yielded the correlation coefficients of 0.84 and 0.86 respectively with an overall value of 0.85 which was considered high enough for the instrument to be reliable. The findings of the study revealed that principal-teachers’ conflict is a distraction of the two parties from their call of duty and that at that such crisis period, competence and commitment are negatively affected. It was therefore recommended that principals of secondary schools should minimize conflicting with their teachers by adopting an administrative pattern that will accommodate all shades of opinions of staff and recognise the efforts of teachers for job well done.