Conflict Resolution Strategies and Teacher-Students’ Relationship in Teaching and Learning Process in Akwa Ibom State
DOI:
https://doi.org/10.67487/ijprss.v2i2.312Keywords:
Conflict Resolution, Collaboration, Teacher-Students’ Relationship, Teaching and Learning ProcessAbstract
The study examined conflict resolution strategies and teacher-students’ relationships in the teaching and learning process in Akwa Ibom State. Specifically, the study assessed the influence of collaborating and compromising conflict resolution strategies on teacher-student relationships in the teaching and learning process in Akwa Ibom State. A correlational research design was adopted for the study, and the population consisted of all 3934 SSII students in public secondary schools in Akwa Ibom State. A sample size of 550 students was selected from three public secondary schools in Uyo local government area through a simple random sampling technique. A structured questionnaire tagged Conflict Resolution Strategies and Teachers-students’ Relationship Questionnaire (CRSTRQ) was used for data collection. The instrument was subjected to a face and content validation and a reliability test. A reliability coefficient index of 0.82 was obtained using Cronbach's alpha statistics. Mean and standard deviation were used to answer the research questions, while a dependent t-test was used to test the null hypotheses at the .05 level of significance. The results revealed that there is a significant influence of collaborating and compromising conflict resolution strategy on teacher-students’ relationships in the teaching and learning process in Akwa Ibom State. It was concluded that collaborating and compromise conflict resolution strategies promote positive teacher-student relationships in the teaching and learning process. It was recommended among others that regular seminars and workshops should be organized for teachers to sensitize them on innovative conflict management and resolution skills in order to equip them with adequate knowledge on the cause and nature of intervention.
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