An Assessment of the Appropriateness of the Different Facilities Management (FM) Approaches in Lagos Metropolis, Nigeria

Ajayi, Oluwaseun Damilola

doi:10.15396/afres2018_154

Cited by 1 publication

(1 citation statement)

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“…Distinguishes between (1) antagonistic-psychological relations and (2) antagonistic behavior, whereas Ponds observes that conflict is made up of (1) antecedent conditions, (2) affective conditions, (3) cognitive conditions and (4) behavioral conditions. We advance a conception of conflict which emphasizes its three, interrelated dimensions, namely: (1) conflict situation (the basic incompatibility), (2) conflict attitudes (range of psychological factors) and (3) conflict behaviour (set of related behaviour) (Ajayi 2002). Conflict refers to more than just overt behaviour.…”

Section: Concept Of Conflictmentioning

confidence: 99%

Conflict Management and Teachers' Job Performance in Senior Secondary Schools in Kogi State, Nigeria

Lukeman Abdul,

Samuel Muhammed Enefu, Ph.D,

Edime Yunusa

2023

Int. j. manag. entrep. res

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This study investigated conflict management and teachers job performance in selected senior secondary schools in Kogi State. The objectives of the study included identifying the sources of conflict between principals and teachers in senior secondary schools in Kogi State, investigating the impact of conflict management on teachers' efficiency in senior secondary schools in Kogi State, examining conflict management challenges facing teachers' effectiveness and motivation in senior secondary schools in Kogi State and to bring to light conflict management strategies that will boost teachers' performance in senior secondary schools in Kogi State. Utilizing frustration-aggression theory, the study adopted descriptive survey research design with the population of the study comprising of 3,300 teachers and Principals from 283 senior secondary schools in Kogi State. A sample of 341 was drawn using Krjcie & Morgan table. Simple random sampling cum purposive sampling techniques were used to select 341 teachers and principals for the study. The hypotheses of the study were tested using t-test analysis of mean score and standard deviation. In this study, questionnaire served as a major tool for collection of data for the study. The instrument was validated by three experts One from Measurement and evaluation and two from educational administration and planning. A reliability co-coefficient of 0.82 was obtained. Mean and standard deviation were used to answer the research questions while t-test statistics was employed in testing the stated hypotheses for the study. The findings of this study indicated unfavourable condition of service, late payment of entitlements, managerial inefficiency, misunderstanding, organizations role ambiguity, conflict of interests over schools' resources etc as sources of conflict in the schools, it also revealed boosting teachers' morales, enhances teachers' job performances, boosting teachers confidence and integrity etc as effects of effective conflict management, common challenges disrupting conflict management included communication barriers, inadequate interactions between staff etc in the study area. The study finally unveiled factors such as effective Welfare Scheme for teachers, dialogue, regular payment of salary and arrears to teachers, management open door policy and mounting of suggestion boxes around the school premises etc as effective conflict managemnt strategies. The study therefore recommended that government secondary schools in Kogi State should create and maintain a level playing field for its staff and should apply effective conflict management strategies to boost organizational performance and teachers' job performance and also dialogue as an effective conflict management strategy should be adopted for the resolution of conflicts in Senior Secondary schools in Kogi State etc. Keywords: Conflict Management, Conflict, Job Performance, Teachers, Secondary Schools, Formal Education.

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Section: Concept Of Conflictmentioning

confidence: 99%