TEACHER CONFLICT HANDLING STYLES AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN IBADAN NORTH LOCAL GOVERNMENT AREA OF OYO STATE

Abstract

The study examined the relationship between teacher conflict handling styles and student academic performance in Secondary schools in Ibadan North Local Government Area of Oyo State. The study adopted the descriptive survey research design, while the population composed of all SS2 teachers and SS2 students of the secondary schools in Ibadan North Local Government Area of Oyo State. Simple random sampling technique was adopted to sample 39 teachers and 50 students, while research instrument titled “Relationship between Teacher Conflict Handling Styles and Student Academic Performance Questionnaire” was administered on the respondents. Six hypotheses were posited and tested using the Pearson Product Moment Correlation at 0.05 level of significance. Findings of the study showed that there was a significant relationship between problem solving handling style of conflict and academic performance of secondary school students (r = 0.645; P < 0.05). The study recommended that all teachers of secondary schools should adopt the problem-solving style of resolving conflict. Also, various governments that in some cases have conflict with their workers should adopt the problem-solving style of handling conflict because it will reduce to barest minimum the conflict experienced in various government organizations and the community or nation at large.