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首页> 外文期刊>Journal of Education and Practice >Principals’ and Teachers’ Use of Conflict Management Strategies on Secondary Students’ Conflict Resolution in Rivers State- Nigeria
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Principals’ and Teachers’ Use of Conflict Management Strategies on Secondary Students’ Conflict Resolution in Rivers State- Nigeria

机译：尼日利亚里弗斯州的校长和教师使用冲突管理策略解决中学生的冲突

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摘要

The study was designed to identify the principals’ and teachers’ level of utilization of conflict management strategies: integrating, dominating, compromising and avoiding strategies on secondary students’ conflict resolution and their related implications in the internal school administration. Four research questions and four hypotheses addressed the study. The instrument used for the generation of data was the Secondary Students and Conflict Management Strategies Questionnaire (SECONSQ). A sample of 7 principals and 147 teachers were randomly selected from a target population of 14 principals and 294 teachers in Government Junior Secondary Schools in Port Harcourt Local Government Area of Rivers State. Tables were constructed, frequency counts, percentage and means computed to provide answers to the research questions. The results revealed that the principals uses the integrating and compromising strategies more frequently than the teachers;the teachers level in the use of avoiding strategies is higher than that of the principals, and teachers tends to overlook to a large extent the use of dominating strategies in the management of students’ conflict. Based on these findings the paper concluded that school managers are beginning to understand the legal implications associated in their administrative duties bordering on students’ management. It was thus recommended that, relevant institutional frameworks should be appropriately put in place to enable the principals and teachers further appreciate the emerging ideas and innovations concerning students’ conflicts management in schools. Keywords: Principal, Teacher, Conflict, Conflict resolution, Conflict management, Conflict strategy.
机译：该研究旨在确定校长和教师对冲突管理策略的利用水平：整合，控制，避免和避免中学生冲突解决策略及其对内部学校管理的影响。该研究涉及四个研究问题和四个假设。用于生成数据的工具是中学生和冲突管理策略问卷（SECONSQ）。从河流州哈科特港地方政府地区政府初中的14名校长和294名教师的目标人群中，随机选择7名校长和147名教师。构造表格，计算频率计数，百分比和均值，以提供研究问题的答案。结果表明，校长比教师更频繁地使用整合和妥协策略;教师在回避策略的使用上高于校长，教师倾向于在很大程度上忽略在教师中使用主导策略学生冲突的管理。基于这些发现，论文得出结论，学校管理者开始了解与学生管理相关的行政职责中的法律含义。因此，建议适当地建立相关的制度框架，以使校长和教师进一步认识到有关学生在学校管理冲突的新思想和创新。关键字：校长，教师，冲突，解决冲突，冲突管理，冲突策略。

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