Interpersonal Communication and Conflict Resolution Strategies of Secondary School Teachers on Secondary School Students Learning Skills in Selected Government Schools in Abattior Community of Jos South Local Government
Abstract
This study employed a quantitative survey research design to investigate the patterns of interpersonal communication and conflict resolution strategies among secondary school teachers and students in the Abattoir community, Jos South Local Government. A structured questionnaire was designed and administered to a sample of 120 respondents, consisting of teachers and students. The survey aimed to explore the nuances of communication dynamics and conflict resolution strategies within this unique educational landscape. Data collected from the respondents were processed and analyzed using SPSS27, providing a comprehensive statistical overview. The hypotheses formulated for the study were tested using a one-sample t-test. The assumptions of the test were met, and the critical table value was set at 2.92 for a 5% level of significance. The findings revealed significant relationships between the quality of interpersonal communication, conflict resolution strategies employed by teachers, and students’ learning skills. The t-test results provided valuable insights into the impact of effective communication and conflict resolution on academic performance. In conclusion, the study contributes to the existing body of knowledge by offering a nuanced understanding of communication patterns and conflict resolution strategies within the Abattoir community’s secondary education system. The findings underscore the interconnectedness of these factors and their influence on students’ academic outcomes. The implications extend beyond the specific community studied, providing valuable insights for educators, policymakers, and researchers globally. Based on the results, recommendations are made for the improvement of teacher-student communication, the adoption of effective conflict resolution strategies, and the creation of a conducive learning environment. These recommendations aim to enhance the overall educational experience for students in the Abattoir community and serve as valuable insights for similar contexts. This study, through its methodological approach and substantive findings, contributes to the broader field of educational research, offering practical implications for the improvement of communication and conflict resolution in secondary education.
CHAPTER ONE
INTRODUCTION
Background to the Study
Education serves as a cornerstone of societal advancement, with its effectiveness intricately tied to the quality of communication within the educational system (Abia & Ekpoattai, 2020). The dynamics of interpersonal communication between secondary school teachers and students play a pivotal role in shaping the learning environment, thereby influencing the academic performance of students (Adeyemi, 2019). This critical analysis focuses on the Abattoir community in Jos South Local Government, delving into the communication patterns and conflict resolution strategies employed by secondary school teachers, and emphasizes the need for a nuanced understanding of these dynamics to enhance students’ learning skills.
The Abattoir community presents a unique educational landscape that demands a tailored approach to communication and conflict resolution strategies (Ajai, 2017). This community-specific focus is essential for capturing the intricacies and nuances that may not be apparent in more generalized studies. As a researcher, this study seeks to contribute a localized perspective that goes beyond existing literature, recognizing the importance of context in shaping effective educational practices.
In the Abattoir community, where socio-cultural factors play a significant role, understanding the intricacies of communication within the school setting is paramount (Altaf, 2022). Teachers must navigate not only the academic aspect of education but also the cultural sensitivities that may influence the effectiveness of communication. Through this study, an in-depth exploration of the socio-cultural context is undertaken, aiming to provide actionable insights for teachers to adapt their communication strategies appropriately.
The significance of effective communication in conflict resolution cannot be overstated (Amuseghan, 2019). In a community with its unique characteristics, conflicts may arise from a myriad of factors, including cultural differences, diverse socio-economic backgrounds, and varying educational aspirations (Anashie & Kulo, 2022). As the Abattoir community grapples with these challenges, the study endeavors to shed light on how teachers can employ communication strategies that are sensitive to these nuances, fostering an environment conducive to conflict resolution and positive learning experiences.
Statement of Problem
In the Abattoir community of Jos South Local Government, there exists a conspicuous gap in the research literature concerning the communication dynamics and conflict resolution strategies employed by secondary school teachers. While existing studies (Ajai, 2017; Anashie & Kulo, 2022) emphasize the significance of effective communication in educational settings, a specific focus on the Abattoir community is notably absent. This gap is particularly evident in the context of the community’s unique socio-cultural characteristics, presenting a distinct challenge for teachers in fostering effective communication and resolving conflicts within secondary schools.
The absence of empirical investigations into the communication patterns and conflict resolution strategies utilized by secondary school teachers in the Abattoir community leaves a significant void in our understanding of the local educational landscape. This gap hampers the development of targeted interventions that could enhance teacher-student interactions and, consequently, improve the overall learning experience for students in this specific context.
Furthermore, the specific cultural nuances, economic diversities, and varied educational aspirations within the Abattoir community introduce potential complexities that have not been adequately explored in the literature. The lack of research addressing these unique challenges further widens the gap in our knowledge, hindering the identification of context-specific solutions that can contribute to effective communication and conflict resolution.
The overarching problem is the dearth of empirical evidence and scholarly attention dedicated to the communication challenges faced by secondary school teachers in the Abattoir community. This gap impedes our ability to comprehend the intricacies of teacher-student interactions within this specific socio-cultural context, thereby limiting the formulation of evidence-based strategies to address communication breakdowns and conflicts. Consequently, the academic performance and learning skills of students in the Abattoir community may be detrimentally affected, highlighting the urgency of filling this crucial gap in the research landscape.
Objectives of the Study
The specific objectives of this study include:
- To assess the existing patterns of interpersonal communication between secondary school teachers and students in selected government schools in Abattoir community.
- To identify the conflict resolution strategies employed by secondary school teachers in handling disputes with students in the same schools.
- To examine the impact of interpersonal communication and conflict resolution strategies on the learning skills of secondary school students.
Research Questions
- What are the prevailing patterns of interpersonal communication between secondary school teachers and students in selected government schools in Abattoir community?
- What conflict resolution strategies do secondary school teachers employ in handling disputes with students in the same schools?
- How do interpersonal communication and conflict resolution strategies impact the learning skills of secondary school students?
Research Hypotheses
Null Hypotheses(H0):
- There is no significant relationship between the quality of interpersonal communication among teachers and students and students’ learning skills.
- The effectiveness of conflict resolution strategies employed by teachers does not impact positively with students’ academic performance.
Alternative Hypotheses(H1):
- There is a significant relationship between the quality of interpersonal communication among teachers and students and students’ learning skills.
- The effectiveness of conflict resolution strategies employed by teachers impact positively with students’ academic performance.
Significance of the Study
This research holds multifaceted significance within the realm of educational psychology, making distinctive contributions to the existing body of knowledge. Primarily, it delves into the pivotal role of interpersonal communication and conflict resolution within the secondary school setting, thereby enriching our understanding of the psychological dynamics at play in educational environments. By specifically concentrating on these aspects, the research aims to unravel nuanced insights into the intricate interplay between teachers and students, shedding light on how communication patterns and conflict resolution strategies impact the overall learning experience.
The findings of this study are poised to offer substantial value to various stakeholders in the educational landscape. Firstly, educators stand to benefit significantly, gaining deeper insights into effective communication strategies and conflict resolution techniques tailored to the unique socio-cultural context of the Abattoir community. This knowledge can empower teachers with practical tools to foster a more conducive learning environment, ultimately enhancing their effectiveness in facilitating student growth and academic achievement.
Policymakers will find the research outcomes invaluable in formulating evidence-based policies geared towards improving the quality of education in the Abattoir community and similar contexts. By understanding the specific challenges and opportunities presented by the communication dynamics and conflict resolution processes, policymakers can design targeted interventions that address the unique needs of these educational settings. This, in turn, can contribute to the development of a more robust and responsive educational system.
Furthermore, stakeholders invested in the educational well-being of the Abattoir community, including parents, community leaders, and non-governmental organizations, will benefit from the research outcomes. The insights generated can serve as a foundation for collaborative efforts to create a supportive and enriching educational environment, fostering holistic student development.
In essence, this research not only adds depth to the theoretical underpinnings of educational psychology but also translates its findings into practical applications. By disseminating valuable insights, the study strives to catalyze positive changes in educational practices, policy frameworks, and community engagement, ultimately elevating the quality of education in the Abattoir community and beyond.
Scope of the Study
This study is limited to selected government secondary schools in the Abattoir community of Jos South Local Government. The research focuses on understanding the interpersonal communication patterns and conflict resolution strategies employed by teachers and their impact on students’ learning skills within this specific geographical area.
Operational Definition of Terms
Interpersonal Communication: The exchange of information, ideas, and feelings between teachers and students within the educational context.
Conflict Resolution Strategies: The methods and approaches used by teachers to address and resolve conflicts or disputes with students.
Learning Skills: The abilities and competencies acquired by students through the educational process, encompassing cognitive, social, and emotional aspects.
Selected Government Schools: Refers to a specific number of secondary schools chosen for the study within the Abattoir community.
Abattoir Community: The geographical area within Jos South Local Government where the selected government schools are located.
Educational Landscape: The overall structure, policies, and practices within the educational system of the Abattoir community.
Policymakers: Individuals or groups responsible for formulating educational policies at the local and regional levels.
Stakeholders: Individuals or groups with an interest or concern in the educational system, including parents, community members, and non-governmental organizations.
References
- National Population Commission of Nigeria (2022). Cross River State: Sub-division. Retrieved on the 2nd September 2018 from [https://www.citypopulation.de/php/nigeria-admin.php?adm1id= NGA009](https://www.citypopulation.de/php/nigeria-admin.php?adm1id= NGA009)
- Newman, I., & Benz, C. R. (2020). Qualitative-Quantitative Research Methodology: Exploring the Interactive Continuum. Carbondale: Southern Illinois University Press.
- Obi, E. (2022). Issues in educational administration. Enugu, Nigeria: Empathy International.
- Oboegbulam, A., & Onwurah, C. (2021). Organization and management of education: A Nigerian perspective. Nsukka, Nigeria: Great A. P. Express Publishers Ltd.
- Ogoch, G. (2022). Job satisfaction and teacher effectiveness in selected secondary schools in Trans-Mara West District, Kenya. Journal of Education and Practice, 5(37), 125–140.
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