Extent of role conflict among principals and teachers on the administration of secondary school in ebonyi state
International Journal of Development Research
Extent of role conflict among principals and teachers on the administration of secondary school in ebonyi state
Received 08th July, 2017; Received in revised form 28th August, 2017; Accepted 14th September, 2017; Published online 30th October, 2017
Copyright ©2017, Dr. Emeka A. Nwachukwu et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study set out to investigate the impact of role conflicts among principals and teachers on the administration of secondary schools in Ebonyi State. The study was a descriptive survey research that was guided by three (3) research questions and three (3) hypotheses, all derived from the purpose of the study. The population of the study consists of five thousand and forty seven (5047) teaching staff in the 221 secondary schools in the three education zones of Ebonyi State. A total sample of one thousand four hundred and seventy (1470) teachers and ninety eight (98) principals were sampled and was used for the study. A stratified proportionate random sampling technique was adopted by the researcher to select a sample of 98 principals and fifteen (15) teachers in each of the ninety eight (98) secondary schools from Afikpo, Onueke and Abakaliki respectively; given 1470 teachers for the study. Researcher developed instrument titled Principals Teachers role Conflict Questionnaire (PTRCOQ) was used for data collection The data were analyzed using arithmetic mean and z-test statistics. The findings showed that there are no significant differences in the mean opinion scores of principals and teachers on the extent conflict between them arising from the role' performance of a principal in the areas of supervision, finance management, discipline and decision making affect secondary school administration. Based on the findings, appropriate recommendations were made regarding the various strategies to reduce conflict in secondary school administration which include among others; there should be very clear job description for both teachers and principals as this will help to reduce role confusion in secondary school. Principals should also strive to adopt democratic principles in school administration. This will help to promote team work and also enhance teacher's commitment in teaching and learning activities.
