EFFECT OF CONFLICT RESOLUTION SKILLS TRAINING ON INTER-PERSONAL CONFLICT AMONG SECONDARY SCHOOL STUDENTS IN BAUCHI METROPOLIS, NIGERIA
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This study investigated the effect of conflict resolution skills training on interpersonal conflict among secondary school students in Bauchi metropolis, Nigeria. A quasi experimental design involving pre-test, post-test control group was adopted for the study. Purposive sampling technique was used in selecting thirty (30) samples to serve as the treatment and control groups using Conflict Style Questionnaire. The selected samples were given Conflict Resolution Style Questionnaire for pre-test. The treatment group was exposed to conflict resolution skills training for a period of six weeks, while the control group received no treatment. After the treatment, Conflict Resolution Style Questionnaire was re-administered to both treatment and control groups to obtain post-test data.The hypotheses were tested using ANCOVA. The findings of the study revealed that significant effect exist in the interpersonal conflict of students exposed to conflict resolution skills trainingunlike that of the control group (F = 51.427, p = .000), significant differential effect of conflict resolution skills training does not exist between the interpersonal conflict of male and female secondary school students (F = 0.462, p = 0.499) and significant differentialeffect of conflict resolution skills trainingdoes not exists on interpersonal conflict between students of 14-17 and that of 18-21 age brackets(F = 0.007, p= 0.933). Based on the findings of this study, it was recommended among others that counselors and psychologists should be encouraged to employ conflict resolution skills training in reducing interpersonal conflict among secondary school students irrespective of gender.
1.1 Background to the Study
School is a social unit established by government or members of the society as a formal agency of education where people learn about the custom, attitudes and ways of doing things in the society. Ifidon (2005) defined School in sociological context as the place where the culture of the people is transformed from one generation to another. Members of the wider society, including the operators of the educational system are governed by norms and laws that direct the affairs of an individual member. Such laws, according to Omotayo (2005) are meant to compel the entire members of the society to exhibit character that will conform to the societal laws and order. In order to ensure peaceful co-existence in schools, the authorities often make rules and regulations that guide and control the behaviour of their students with a view of setting high standards of discipline conducive to the education process.
Effective administration of Nigerian secondary school system, to a large extent, depends on a cordial and cooperate working relationship among principals, teachers, proprietors and students. The harmonious working relationship, mutual implementation of decisions, and peaceful academic environment will be jeopardized, if the school and members of the school community are often in conflict (Abanyam, 2001). Conflict is inevitable in any organization. It grows from simple to complex, from non-violent to violent depending on the gravity. Conflict is a situation where there is disagreement between two or more people.It can be intrapersonal, interpersonal, intergroup or intragroup. Zakari (2006) believed that interpersonal conflict can be simply described as a clash between two individuals who are unwillingly or unable to fulfill expectations of
each other. Interpersonal conflict refers to the representation of incompatibility, disagreement, or difference between two or more interacting individuals Ofem (2008). David and Michael (1999) in their book defined interpersonal conflict as ―An expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce resources, and interference from the other party in achieving their goals‖. Interpersonal conflict is an interaction of interdependent people who sense disagreement and opposing interests, incompatibility and the possibility of interference, and negative emotion from others.
Conflict resolutionskills training on the other hand is a more comprehensive term, which implies that the deep-rooted sources of conflict are addressed and transformed. This implies that behaviour is no longer violent, attitudes are no longer hostile, and the structure of the conflict has been changed. It is difficult to avoid ambiguity, since the term is used to refer both to the process (or the intention) to bring about these changes and to the completion of the process. A further ambiguity is that conflict resolution refers to a particular defined specialist field (as in ‗conflict resolution journals‘), as well as to an activity carried on by people who may or may not use the term or even be aware of it (as in ‗conflict resolution in Central America‘). Nevertheless, these two senses of the term are tending to merge
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