Dysfunctional Consequences of Conflict on Teachers’ Productivity: A Theoretical Insight

Conflicts have become more prevalent in the educational system than any other social organisation on earth. Despite this, conflicts occurring in schools are the least discussed events in social conflict discourses, making this research necessary for a better understanding of the behaviour of violent conflict in the educational system. The point is that when conflict is misperceived and mismanaged, it will exert unimaginable force which will produce adverse effect on students, teaching and non-teaching staff, the system and the society in general. However, conflict outcomes depend on the nature, ferocity of conflict, and approaches adopted for mitigation. Thus, this study described the dysfunctional consequences of conflict on teachers’ productivity. To achieve the objectives of the study, discussions were woven around six thematic areas which include: the conceptualization of conflict, the issue of teachers’ productivity, the factors influencing teachers’ productivity, the dynamics of dysfunctional conflict, exploration of the effects of violent conflict on education and finally, the issues of dysfunctional conflict and teachers’ productivity

Conflict dynamics and management patterns of student nurses in governement hospitals in Adamawa state, Nigeria / Dinâmica de conflito e padrões de gestão de enfermeiras estudantes em hospitais do governo do estado de Adamawa, Nigéria

The complexities associated with healthcare centres have made conflict a part and parcel of their operational milieus. Student nurses on formal clinical training, being part of the system, are not resistant to the deleterious outcomes of such conflicts. Thus, this is study assessed conflict dynamics and management strategies of student nurses in government hospitals in Adamawa State, Nigeria. A descriptive survey design was adopted and a sample of 160 student nurses was selected through random sampling technique. A self-structured questionnaire titled “Student Nursing Conflict Questionnaire” (SNCQ) was used to elicit primary data. Data collected were analysed with frequency counts, percentage and standard deviation. The study discovered that the majority of student nurses frequently encountered conflict (50.6%) in hospitals and they often perceived it as something bad (70.6%). Also, the major types of conflict often experienced by student nurses were “nurse-student nurse conflict” (NSC) (36.9%) and “patient relatives-student nurse conflict” (PRSC) (36.9%). The main causes of these conflicts were lateness to the hospital ( = 3.375) and unclear definition of responsibilities between student nurses and other auxiliary health workers ( = 3.338). Furthermore, the main consequences of conflict on student nurses were lowering their productivity ( = 3.550) and discouraging effective training of student nurses ( = 3.569). The conflict management styles often adopted by student nurses were collaborating style ( =3.153) and accommodating style ( =3.025). Based on these findings, it was recommended that medical peace education should be promoted in all ramifications in health establishments in order to help those that wish to become  health practitioners such as student nurses as well as those already practicing in the field to understand conflict behavioural dynamics for constructive mitigation to enhance their productivity and healthcare service delivery

A correlation study on conflict management styles and teachers’ productivity in public secondary schools in Nigeria

This study investigated the relationship between conflict management styles and teachers’ productivity in public secondary schools in Adamawa state, Nigeria. A multi-stage sampling technique was used to select 1,528 teachers from public secondary schools situated in the five educational zones in the state. A self structured instrument entitled “Conflict Management Styles and Teachers’ Productivity” (CMSTP) was used to gather data for the study. Data were analysed using descriptive and inferential statistics. Teachers most frequently used collaborating style (X̄ =3.1) during conflict situations. Accommodating (r = 0.07; p < 0.05), collaborating (r = 0.32; p < 0.05) and compromising (r = 0.10; p < 0.05) styles were significantly related to teachers’ productivity. Competing style (r = -0.01; p > 0.05) and avoiding style (r = 0.04; p > 0.05) were not significantly related to teachers’ productivity. Thus, teachers should be adequately exposed to conflict dynamics and its management approaches so as to make them more proactive in handling conflicts for better performance in their schools.Keywords: conflict, conflict management styles, teachers productivity, public secondary schoo

Peace Education, Transformation Of Higher Education And Youths Empowerment For Peace In Africa

Abstract: Education is the bedrock of human transformation. As a veritable source of socialization, education has the potential to reinforce a sense of peace in its receiver. Higher education which is significantly an important level of education plays a dominant role in this direction. Overtime the capacities of tertiary institutions in Africa to empower youths for peace have been thwarted by poor educational reforms, coupled with the prevailing problems of indiscipline, corruption, poor governance, shortage of resources, and political instability. Therefore, to empower youths for peaceful living, will entail adopting peace education in all the facets of operations of tertiary institutions in Africa. Peace education has the capacity to transform tertiary institutions and equally make them to respond appropriately to the inculcation of a culture of peace in people. It will aid in the construction of the right frameworks in tertiary institutions through its values, which are based on non-violence, justice, equity, trust, transparency, empathy, compassion, cooperation and respect for people. By acquiring these values, unacceptable behaviours and conducts will be modified to conform to expected societal standards and norms which will empower youths to develop peaceful attitudes in Africa. Therefore, how peace education can be adopted to achieve these ends is presented in this study