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PROJECT TOPIC: IN-SERVICE TRAINING NEEDS FOR SECONDARY SCHOOL PRINCIPALS: MODALITIES FOR CONFLICT RESOLUTION STRATEGIES IN ANAMBRA EAST LOCAL GOVERNMENT AREA OF ANAMBRA STATE

IN-SERVICE TRAINING NEEDS FOR SECONDARY SCHOOL PRINCIPALS: MODALITIES FOR CONFLICT RESOLUTION STRATEGIES IN ANAMBRA EAST LOCAL GOVERNMENT AREA OF ANAMBRA STATE

 

   Abstract

The aim of this study was to ascertain the in-service training needs for secondary school principals: modalities for conflict resolution strategies in Anambra East Local Government Area of Anambra State. Three (3) research questions guide the study. Descriptive survey design was adopted as the research design. The population of this study was fifty one (51) principals drawn from fifty one (51) secondary schools in Anambra East Local Government Area. The instrument for data collection was a structured questionnaire. Data collected was analysed using mean.

The findings were that, indeed, in-service training is immensely helping secondary school principals on conflict resolution strategies in Anambra East Local Government Area of Anambra State. Based on the findings, recommendations were made to further enhance principals in-service training on conflict resolution.

CHAPTER ONE

INTRODUCTION

 

    Background of the Study

One of the major problems of any organization is how to recruit, select, train and deploy employees to jobs for the most effective role performance. The development and effective utilization of human resources may either adopt a strategy of selecting the employee and fitting him to the job or re-designing the job to suit the limitations and capabilities of the human being. An organization such as the school, the former approach is adopted which means that the individual can be selected, trained and groomed with the various theories of teaching and learning. All organization including the school exist to achieve some targeted aims and objectives by rendering certain services to humanity. In order to achieve these aims and objectives, the question of relevant ideas and skills become imperative, hence, the need for in-service training.

Oxford Advanced Learner’s (Dictionary) describes in-service training as the attribute to be carried out while actually working at a job. Elmore (2003) defined in-service training as a business of professional growth, which could precipitate wide behavioral changes among teachers and principals for effective and efficient implementation of the school curriculum. It creates a leadership preparation proto type and a net work of higher education. The method of appointment of principals to administrative position is one of the major problems confronting education in Nigeria. Each year, teachers are lifted from the classroom to take up administrative responsibility as head of schools without adequate preparation for the task of such administrative position. However, a principal as an administrator is prone to various challenges such as; the implementation of the school curriculum and instruction, provision of students and staff personnel services, provision of physical facilities and general maintenance of the school plant, finance and business management and school community relationship. Therefore, this instant promotion of a teacher without adequate preparation and training in the area of leadership from the classroom put huge challenge on administrative capacity of such leader. The need for further professional development becomes a matter of necessity.

According to Adams in Akinpelu (1999) in-service education is about the development of the individual which rises from the whole range of events and activities. By this, serving teachers can extend their professional personal academic or practical education, professional competence and understanding of administrative principles and method. The above views however indicates that in-service education or training is a developmental service that helps the teachers and the school leaders not only to implement the curriculum effectively but also to maintain a good working relationship in the school. It promotes efficiency, increases information, maintains enthusiasm, expends interest and keeps school principal professionally active

Lusthaus (1982) recommends in-service education as an absolute necessity if schools have to develop the most resources of their people pinpointing the need for in-service education, Musaazi (1982) opined that after their first five years of teaching, most of them discovered that they were ill-prepared for the realities of the classroom. This however indicates that even principals who are heads for secondary schools need to achieve professional growth though in-service training.

The school as an organization has its set goals and objectives which includes the imparting of knowledge, development of cognitive skills and character formation of future leaders. For the attainment of these objectives, a good working relationship between the school heads and their subordinates (staff and students) is important. This institution is expected to enhance or build up an excellent academic achievement and this will subsequently influence positively the general academic results.

Principal does not exist in a vacuum. Who is a principal? Principal is a person who coordinates both human and materials resources to achieve the set goals of an organization. For peaceful co-existence, respect and smooth running of the organization, there has to be high level of maturity and leadership qualities exhibited by the leader which will in turn generate peace instead of conflict. No meaningful development can be achieved in an atmosphere devoid of peace Daily experience has shown that conflict will emerge as school principal perform their assigned roles.  Therefore, it is no accident that conflict is a normal social phenomenon with those with whom we spend the most time-family, friends, business association and fellow organizational members. As a matter of fact, it is simply part of human situation.

In the secondary school system, every staff should be allowed to participate in decision-making trans-parency and open door policy should be evident in the principal and not to colonize every bit of the work done. If the principal neglects the intellectual ability of his staff, they may in turn react negatively through criticism, antagonistic dispositions to anything (good or bad) done by the principal. A good working relationship created by the principal will be greatly devoid of conflict. This can be achieved when the principals show concern to the welfare of their staff and students. This note withstanding, the reduction or elimination of conflict in schools depends not only on the principals but on teachers and students equally. Teachers and students should put in their best at all times. These include coming to school regularly and on time, attending to school functions and meeting, showing concern to the school activities and seeking for the progress of the school. The above will support their (principals and teachers) primary function of imparting knowledge.

IN-SERVICE TRAINING NEEDS FOR SECONDARY SCHOOL PRINCIPALS: MODALITIES FOR CONFLICT RESOLUTION STRATEGIES IN ANAMBRA EAST LOCAL GOVERNMENT AREA OF ANAMBRA STATE

Moreover, conflict situation may yield positive or negative results and by so doing, it makes our actions good or bad. When we fail to manage or resolve conflict in a proper manner, there is enemity, quarreling, fighting disunity, retrogression etc. But when the reverse is the case there is mutual understanding and agreement, peace, unity and progress. Conflicting views on a given issue enlarge the number of alternative being considered and enrich the pool of ideas for problem solving. A good resolved conflict enables participants to seek higher goals and standards for future behaviour.

Post primary schools seem to be undergoing several crises situation as a result of their principals ill-preparedness to principal tasks (Agboeze 2004). The fact that education in post primary schools in a poor state of affairs is evidenced by the fact that secondary school students hardly read and write well, yet they are found in school every day. To this end therefore, it becomes necessary to investigate the need for in-service training for principals on conflict resolution strategies in secondary schools in Anambra East  Local Government Area  of Anambra State.

 

    Statement of the Problem

A principal is posed with a complex task of coordinating human and material resources to achieve a goal. The secondary school principal however are responsible for the coordination of these resources in secondary schools. The secondary school principals while coordinating the multifarious functions in the school experiences relatively some significant level of stress which often results in conflict between principals and teachers or principals and students and consequently understanding the principals position. An attempt to develop the strategy for resolving the conflicts forms the base of this study. Therefore, this study is designed to identify the in-service training needs for secondary school principals on conflict resolution strategies in Anambra East Local Government Area of Anambra State.

IN-SERVICE TRAINING NEEDS FOR SECONDARY SCHOOL PRINCIPALS: MODALITIES FOR CONFLICT RESOLUTION STRATEGIES IN ANAMBRA EAST LOCAL GOVERNMENT AREA OF ANAMBRA STATE

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