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TRANSFORMATIONAL LEADERSHIP STYLE AND CONFLICT

MANAGEMENT OF PRINCIPALS IN SECONDARY

SCHOOLS IN IMO STATE, NIGERIA

BY

ANURUGWO APPOLONIA OSITA

PG/Ph.D / 07/ 42474.

DEPARTMENT OF EDUCATIONAL FOUNDATION,

UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISOR: PROF (REV. FR) A.U. AKUBUE

DECEMBER, 2012

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TITLE PAGE

TRANSFORMATIONAL LEADERSHIP STYLE AND CONFLICT

MANAGEMENT OF PRINCIPALS IN SECONDARY

SCHOOLS IN IMO STATE, NIGERIA

BY

ANURUGWO APPOLONIA OSITA

PG/Ph.D / 07/ 42474.

THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL

FOUNDATION, UNIVERSITY OF NIGERIA, NSUKKA

IN FULFILLMENT OF THE REQUIREMENT FOR THE AWARD

OF DOCTOR OF PHILOSOPHY (PH.D) IN EDUCATION

(EDUCATIONAL ADMINISTRATION/PLANNING)

SUPERVISOR: PROF (REV. FR) A.U. AKUBUE

DECEMBER, 2012

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APPROVAL PAGE

THIS THESIS HAS BEEN APPROVED FOR THE

DEPARTMENT OF EDUCATIONAL FOUNDATIONS,

UNIVERSITY OF NIGERIA, NSUKKA.

BY

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DEDICATION

This thesis is dedicated to God Almighty, the fountain of all knowledge.

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ACKNOWLEDGEMENTS

The researcher‟s greatest appreciation goes to her supervisor Prof

(Rev. Fr) A. U. Akubue whose immeasurable assistance brought great

professionalism and insight to this work.

The researcher is highly indebted to Prof D. N. Eze, Prof N. I.

Ogbonnaya, Prof O. A Umeakuka, Prof C. U. Onwurah, Dr G. T. U Chiaha,

Dr M. A Obidua, and Dr J. O Ezeugwu, for graciously giving their time and

expertise, in bringing this work to the desired standard.

Completing a study like this requires sustained attention and

persistence. The researcher‟s husband Chief Casmir C. Anurugwo has

sacrificed much without which such a task could not have been

accomplished, and to that the researcher is grateful.

To her lovely children Amarachi, Chukwuebuka, Chinedum,

Febechi and Makuochukwu, the researcher remains appreciative of the love

and encouragement offered her in the course of this study.

Finally the researcher wishes to express her unreserved appreciation

to her parents Chief and Lolo Athanasius Obi Egeonu and to all those who

contributed to the success of this work.

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TABLE OF CONTENTS

TITLE PAGE .................................................................................... i

APPROVAL PAGE ......................................................................... ii

CERTIFICATION PAGE ................................................................ iii

DEDICATION .................................................................................. iv

ACKNOWLEDGEMENTS ............................................................. v

TABLE OF CONTENTS .................................................................. vi

LIST OF TABLE .............................................................................. ix

LIST OF FIGURES ......................................................................... x

ABSTRACT ...................................................................................... xi

CHAPTER ONE: INTRODUCTION

Background of the Study .................................................................. 1

Statement of the Problem .................................................................. 11

Purpose of Study ............................................................................... 13

Significance of the Study .................................................................. 14

Scope of the Study ............................................................................ 16

Research Questions ........................................................................... 17

Hypotheses ........................................................................................ 18

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Conceptual Framework .................................................................. 20

Concept of leadership .................................................................. 20

Concept of transformational leadership style .............................. 25

Concept of conflict ....................................................................... 47

Concept of management ............................................................... 57

Concept of Conflict management ................................................. 58

Leadership and conflict management in organization. ................ 71

Theoretical Framework ................................................................. 73

Trait theory of leadership ............................................................. 73

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Behavioral theory of leadership ................................................... 74

Situational theory of leadership ................................................... 75

Chaos Theory ............................................................................... 78

Complexity Theory ...................................................................... 79

Theory of Quantum Mechanics ................................................... 80

Review of Empirical Studies .......................................................... 87

Studies on Conflict Management .................................................. 87

Studies on Leadership styles ......................................................... 90

Studies on Leadership Styles and Conflict Management. ............ 93

Summary of Literature Review .................................................... 96

CHAPTER THREE: RESEARCH METHOD

Design of the Study ........................................................................... 98

Area of the Study .............................................................................. 98

Population of the Study ..................................................................... 99

Sample and Sampling Techniques .................................................... 100

Instrument for Data Collection ......................................................... 100

Validation of the Instrument ............................................................. 101

Reliability of the instrument ............................................................ 102

Method of Data Collection .............................................................. 102

Method of Data Analysis .................................................................. 103

CHAPTER FOUR: PRESENTATION OF RESULTS

Research Question One ..................................................................... 105

Hypothesis 1: .................................................................................... 106

Research Question 2 ......................................................................... 107

Hypothesis 2 ...................................................................................... 108

Research Question Three .................................................................. 109

Hypothesis 3 ...................................................................................... 110

Research Question Four .................................................................... 111

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Hypothesis 4 ...................................................................................... 112

Research Question Five .................................................................... 113

Hypothesis 5 ...................................................................................... 114

Summary of Findings ........................................................................ 115

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION,

IMPLICATIONS, RECOMMENDATION AND

SUMMARY

Discussion of Findings .............................................................................. 116

Conclusion ........................................................................................ 129

Educational implication of the study ................................................ 130

Recommendation ............................................................................. 133

Limitation of the study ...................................................................... 134

Suggestion for further researches ..................................................... 135

Summary of the study ....................................................................... 135

REFERENCES ................................................................................ 137

APPENDICES

Appendix A: Population Distribution of Principals and Teachers

According to zone ........................................................... 150

Appendix B: A Letter of Introduction to the Respondent ................ 151

Appendix C: Multifactor Leadership Questionnaire (Self Rater) .... 152

Appendix D: Conflict Resolution Questionnaire .............................. 154

Appendix E: Initial Draft .................................................................. 158

Appendix F: Final Draft .................................................................... 163

Appendix G: Reliability Analysis of Transformational Leadership

Style and Conflict management ................................ 167

Appendix H: Pearson product moment correlation coefficient

of transformational leadership style and conflict

management ............................................................... 175

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LIST OF TABLES

Table 1: Correlation coefficient ® of the relationship between

idealized influence component of transformational

leadership style and conflict management of

principals in secondary schools in Imo State. -------------- 105

Table 2: Pearson product moment correlation analysis of

relationship between idealized influence and

conflict management of principals in Imo State ----------- 106

Table 3: Correlation coefficient ® of the relationship

between inspirational motivation and conflict

management of principals in Imo State ------------------- 107

Table 4: Pearson product moment correlation analysis of

relationship between inspirational motivation and

conflict management of principals -------------------------- 108

Table 5: Correlation coefficient ® of the relationship

between intellectual stimulation and conflict

management principals in Imo State ------------------------- 109

Table 6: Pearson product moment correlation analysis of

relationship between intellectual stimulation and

conflict management of principals ---------------------------- 110

Table 7: Correlation coefficient ® of the relationship

between individualized consideration and

conflict management of principals in Imo State ------------ 111

Table 8: Pearson product moment correlation analysis of

relationship between individualized consideration and

conflict management of principals in Imo State ------------ 112

Table 9: Correlation coefficient ® of the relationship between

overall transformational leadership styles and conflict

management of principals in Imo State --------------------- 113

Table 10: Pearson product moment and correlation analysis of

relationship between transformational leadership style

conflict management of principal in Imo State ------------ 114

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LIST OF FIGURES

Fig. 1: The additive effect of transformational leadership ----------- 30

Fig. 1: Key Steps in conflict management ------------------------------ 68

Fig.2: A model for conflict management ------------------------------- 69

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ABSTRACT

The study was carried out to investigate the relationship between

transformational leadership style and conflict management of principals in

secondary schools in Imo state. The need for the study arose as a result of the

challenges faced by principals of secondary schools in their efforts to handle

conflicts which are unavoidably present in school organizations. The 4 major

components of transformational leadership style that were of interest were

idealized influence (charisma), inspirational motivation, intellectual

stimulation and individualized consideration. 5 research questions and 5

hypotheses guided the study. A correlation survey research design was

adopted for the study which was carried out in public secondary schools in

the state. The population of the study consisted of six hundred and twenty

two principals and six thousand, three hundred and seventy seven teachers in

three hundred and thirteen public secondary schools in Imo state. The sample

of the study was comprised of one hundred and twenty four principals and

one thousand, two hundred and seventy seven teachers in sixty three public

secondary schools randomly drawn from the six education zones in Imo

state, using the simple random sampling technique. The instrument for the

data collection was a set of two questionnaires adapted from two

standardized questionnaires- Transformational leadership style questionnaire

(TLSQ) adapted from Multifactor Leadership Style questionnaire and

Conflict management questionnaire (CMQ) adapted from Conflict

Resolution questionnaire. The transformational leadership style

questionnaire comprised twenty items structured on a four point rating scale

of - Frequently Fr = 4, Fairly often Fo = 3, Sometimes S = 2, and Rarely R =

1. The conflict management questionnaire comprised twenty five question

items equally structured on a four point rating scale of Definitely True DT =

4, True T =3, Tends to be true TT = 2, and Not True NT =1. Cronbach alpha

was used to establish the internal consistency reliability of the instrument to

arrive at the total reliabilities of 0.92 and 0.93 for TLSQ and CMQ

respectively. Pearson product moment correlation coefficient was used to

analyze both the research questions and research hypotheses. The results of

the analysis revealed a positive and significant relationship between

transformational leadership style and conflict management of principals in

secondary schools in Imo state. The major findings of the study were

discussed, implications highlighted while recommendations were made.

Limitations of the study were identified and suggestions for further studies

were also made.

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CHAPTER ONE

INTRODUCTION

Background of the Study

Secondary education comes midway between primary and tertiary

education. It is a level of education which children receive after primary

school. The Federal Republic of Nigeria (2004) in the National policy on

Education describes secondary education as the education which students

receive after primary education and before tertiary stage. The policy stated

that the aims of secondary education include the preparation for useful living

within the society and preparation for higher education. It is expected of

secondary education to build on the basic literacy, numeracy and functional

knowledge acquired at the primary level and therefore offers students the

opportunity to acquire more advanced and specialized knowledge and skills

required for further education, labor market and meaningful living. In

pursuance of these aims/goals the school authority is confronted with a lot of

managerial challenges prominent among which is conflict management.

Conflict has to do with disagreement, struggle or contest between

people with opposing needs and ideas. Peoples‟ beliefs, values and interests

are likely to clash with those of others in the course of human events because

of diversity in personality types. According to Obi (2004:40) “conflict can be

seen as reflection of human and social problems which involves mutual

hostility, differences, oppositions, use of violence, turning point or crisis

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which can escalate to level of psychological warfare or physical or named

war”. He further stated that conflict exists whenever an action by one person

or group of persons prevents, obstructs, interferes with, injures or in some

way makes less likely the desired action of another person or group of

persons. This implies that conflict is bound to occur when ever people are

confronted with perceived incompatible interests, goals and values. It may be

latent whereby the underlying conditions are yet to be recognized, perceived,

when the condition has been recognized, felt with the development of

tension and manifested through open aggression or physical combat. It

shows the degree of disparity in levels of peoples‟ perceptions of issues and

reactions to matters that negatively affect them. From all indications conflict

is inevitable in every human organization including the school organization

sequel to individual and group differences.

Ezegbe (1997) stated that school conflict as mutual hostility, can occur

in the form of insult, name calling, defamation of character, demotion,

marginalization, deprivation, violent destruction among others. In the

secondary school system, conflict can occur between the students and the

school authority, between the teachers and the students, between the

principals and the staff and even between the school and the community.

The human needs of teachers working in the school are likely to be

incompatible with the demands of the school itself. This might be expressed

through name calling, insult or abandonment of duties. On the other hand the

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way a principal of a school perceives a particular situation may differ

from the perception of a classroom teacher. This might be expressed through

marginalization or deprivation. Students who felt their needs are not met

might express this through demonstration. Furthermore communities who

felt that their expectations from the school environment are not met are

likely fall out with the school authority.

Njoku (2004) is of the view that conflicts in secondary schools could

he attributed to lack of effective communication network, unconducive

atmosphere or work environment, leadership styles, inadequate furniture,

teachers misusing their power, teachers negligence of their duties among

others. When the principal fails to communicate his staff and students of his

plans, programmes and decisions or does not involve them in school matters,

he indirectly paves way for conflict. Lack of participative decision making,

poor planning, poor team spirit and egocentrism on the part of the principal

equally contribute to conflict. When the above conditions prevail in a school

in the absence of effective management, the system will be in a state of

disorder.

Management literarily means the ability to deal with problems, control

or handle issues successfully. Mac-Farland (1979) conceived of management

as the process by which managers create, direct, maintain and operate

purposive organization through coordinated co-operative human effort. This

implies that management is not static; it is a continuous action which directs

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and controls the nature and extent of activities in any organization. An

act of management in the school system involves directing and controlling

the human and material resources within the school for a positive result.

Conflict management therefore implies the act of handling and controlling

conflict so that it will not negatively affect the growth and success of an

organization.

According to Johnson and Holubec (1986) conflict management

involves the acquisition of skills related to conflict resolution, self-awareness

about conflict modes, conflict communication skills and establishing a

structure for management of conflict. From the above conception of conflict

management, one can rightly assert that there are skills involved in the

management of conflict which are of paramount importance to any manager

of conflict. He should be knowledgeable about the conflict modes and the

communication skills involved for him to manage conflict effectively. In

secondary school administration the principal should not be found wanting in

these skills, once he treats the acquisition of such skills with disregard there

is bound to be non productive escalation of conflict situation which will

jeopardize his administration.

Individuals naturally exhibit two behavioral patterns known as

assertiveness and cooperativeness while dealing with conflict as asserted by

Thomas and Kilmann (1978). Assertiveness refers to the degree to which one

tries to satisfy ones own concerns. Cooperativeness refers to the degree to

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which one tries to satisfy other person‟s concern. From the interplay of

these behaviors emerge five conflict handling modes. These according to

Thomas and Kilman (1978) are competing, avoiding, accommodating,

compromising and collaborating. Competing mode is high assertive and low

cooperative. One tries to satisfy ones own concern at the others expense.

Avoiding mode is low assertive and low cooperative. One tries to sidestep

the conflict satisfying neither himself nor the other person‟s concern.

Accommodating mode is low assertive and high cooperative. One sacrifices

ones own concern to satisfy other person‟s. Compromising mode is partially

assertive and partially cooperative. One partially satisfies ones own concern

as well as the others. Collaborating mode is high assertive and high

cooperative. One tries to find a solution that completely satisfies both

persons.

Despite Thomas and Kilman conflict modes, other researchers have

enumerated different strategies for handling conflicts. These include Pondy

(1969), Hand (1978), Ezegbe (1997), Obi (2004), Larson and Gray in

Kamalakkannan (2010) among others. The strategies include dialogue,

arbitration, boxing the problem, effective catharsis, super ordinate goals, and

use of Grit theory, dominance, and hierarchical appeal among others. The

new science theories have equally advocated a paradigm shift in the

management of conflict. This is seen in the application of quantum skills in

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conflict management, where conflict is encouraged and used for

organizational transformation.

Furthermore, it has been argued that effective conflict management is

sine quo non to organizational effectiveness. Morano (1989) contended that,

how managers handle conflict is an important determinant of how smoothly

an organization operates. An organization cannot operate smoothly if the

leader lacks the right leadership style. The right leadership style is that,

which is effective in attaining the global vision and mission of the

organization. It is that which will articulate the organizational vision in such

a way that its members will devotedly work towards its attainment.

Leadership styles which emphasize vision articulation and attainment are

usually transformational in nature.

Transformational leadership style according to Bass (1985a) occurs

when a leader raises the level of awareness about the values and importance

of desired outcome, alters or expands the wants and needs of followers and

or gets followers to transcend their own self interest for the sake of the

group. He stated that a transformational leader motivates followers by

inspiring them, setting challenges and championing their personal

development. Bolden, Gosling, Marturano and Dennison (2003) stated that

the goal of transformational leadership style is to transform people and

organization, to change them in mind and heart, enlarge vision, insight and

understanding, clarify purposes, make behaviors congruent with beliefs,

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principles or values and bring about changes that are permanent, self

perpetuating and momentum building. A secondary school principal who

adopts transformational leadership style by implication would re-orientate

his staff and students by aligning their personal goals and interest with those

of the school. Such a principal will provide the teachers with a sense of

purpose that goes beyond mere exchange of rewards for their effort. The

staff and students under a transformational principal would work beyond

expectation because they are inspired and their confidence levels are raised.

They will carry out their respective duties with less supervision because the

principal has raised their motivational maturity.

Transformational leadership style has been associated with four major

components which include charisma or idealized influence, inspirational

motivation, intellectual stimulation and individualized consideration by the

following researchers: Bass(1985a), Avolio, Bass and Jung (1999) and Hall

Jonhson, Wysocki and Kepner (2002). According to Bass (1985a) Charisma

or idealized influence has to do with the ability of the leader to live up to his

ideals. It involves establishing ones beliefs and values and being consistent

with it. A leader with idealized influence builds in subordinates a strong

senses of purpose, champions existing new possibilities and inculcates in

them respect, trust and faith.

According to Bass and Avolio (1994) idealized influence involves

both idealized behaviors and idealized attributes. In a school setting, a

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principal with idealized influence instills pride in both staff and students.

He acts as role model, emphasizes high moral standards and goes beyond

self interest for the good of the school.

Inspirational motivation involves a leader‟s ability to talk

optimistically about the future and enthusiastically about what needs to be

accomplished. A school principal who exhibits this feature of

transformational leadership style articulates the school vision and inspires

staff and students to strive for its attainment. He expresses confidence that

goal will be achieved in spite of hitches.

Intellectual stimulation according to Bass and Avolio (1994) is

exhibited by a leader when he seeks differing perspectives in solving

problems, re-examines critical assumptions to questions and gets others to

look at problems from various angles. A school principal who allows

teachers to air their views during staff meeting and seeks their opinions in

handling school issues demonstrates intellectual stimulation.

Individualized consideration has to do with the ability of the leader to

recognize the differences among his subordinates and helps them to attain

self development. A school principal manifests this attribute when he

establishes cordial relationship with staff and students in such a way that

they can confide in him on sensitive issues that affect their private lives. It is

being argued by Lain (2007) that the components of transformational

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leadership style make it a leadership of volatility that suits present day

dynamic organizations with its associative conflicts.

In Imo state public secondary schools, like in other organizations

conflicts certainly exist among principals, teachers, students and even the

community. In some cases, people see one another as adversaries not as

those working towards a common goal. Each tries to blame the other for the

breakdown in the culture of teaching and learning. Alugbo in Achunine and

Irondi (1998:8) asserted “some school principals have very poor human

relationship with their staff; some do not show any human feelings towards

their students”. The resultant effect is obvious, it is manifested in loitering

about, fighting with dangerous weapons, sexual abuses, bullying of younger

students by their seniors among others. Teachers abandon their classes and

engage in unnecessary discussions, they form cliques against the principal

and only work for formality without dedication and commitment to duty.

It appears the conflicts that arise in Imo state secondary schools system

could be attributed to lack of effective communication, unconducive working

environment, administrative incompetence, poor team spirit, disagreement of

goals among others as stated by Njoku (2004).

Davereaux (2003), Goulet (2003) and Eregha (2006) were of the

view that leadership styles of principals are major determinants of school

organizational conflict. This is in agreement with Ogbonna (2006) who

found out that some school principals have poor organizational experience

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and are ineffective leaders who embezzle funds in their schools. From the

researcher‟s personal experience, there are instances of illegal collection of

fees by some public secondary school principals ranging from equipment

levy to exam fees including fees for “miracle centers”. Parents on several

occasions have confronted the school authority as regards the levies which

their wards were asked to pay, when such issues are not peacefully resolved

it leads to conflict. Probably such principals with poor organizational

experience do not apply transformational leadership style which inspires

subordinates and raises their confidence level in attaining the school vision

and mission. This might account for the lapses in their leadership styles and

conflict management capabilities.

Obi (1998) and Enyi (2001) agreed that conflict engenders hostility

and hinders school effectiveness. They traced low level of school

effectiveness to leadership failure which is manifested in increased conflicts

between principals and staff, principals and students, and school authority

and students.

Furthermore, the non challant attitude by some principals of secondary

schools who connive with top government officials to extort money from

students as demonstrated by Uneze (2006) help to stifle the education in the

state. Oko (2009) alerted that a junior secondary school principal and her

deputy were kidnapped in Imo state. A situation like this, calls to mind

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several questions including the existence of latent or manifest conflict in

the school administration.

The presence of such realities as examination leakages, students‟

unrest, cases of indiscipline, drug abuse and other issues only reflect the

unsatisfactory state of our school system that can be attributed to

administrative incompetence evidenced in unmanaged conflicts. The

prevalence of conflict and its traumatic effect on school life cannot just be

ignored or wished away. Functional educational settings like the secondary

school will require an adequate conflict management strategy to arrest ugly

events that emanate from conflict situation. Such strategies can only be

effectively utilized by principals well grounded in the knowledge of

educational administration and planning more precisely in styles of

leadership.

Against this backdrop therefore, the researcher intends to investigate

the relationship between the components of transformational leadership style

and conflict management with a view to finding out those components that

correlate positively with conflict management so that they can be applied for

effective conflict management in secondary school system.

Statement of the Problem

Many people including experts in the field of education have

expressed concern on the declining trend in public secondary school

administration. This decline has been associated with lack of participative

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decision making, poor planning, lack of communication, poor team spirit,

unconducive working environment, disagreement of goals, administrative

incompetence and conflict management strategies. Of all the several factors

that have been found to account for this ugly state of affairs, ineffective

leadership style evidenced in inability to handle conflict effectively has been

attributed to be the most critical.

In Imo state secondary schools, there is no systematic way of giving

new principals orientation before posting them to schools. Most of them did

not study Educational Administration as a course. As a result of this a greater

number of secondary school principals in the state have lapses in their

administration which make them ineffective leaders. Literature is full of

evidences that conflict have not been effectively managed by principals of

secondary schools. Hence there seems to be frequent occurrence of conflict

in secondary schools amongst staff, principal and staff, students and school

authority and at times school authority and the community. Evidences

abound on cases of staff falling out with their principals, quarreling amongst

themselves and students flouting of school rules and regulations.

Observation in the school system show that issues in which conflict occur

include lack of effective communication, unconducive work environment,

role ambiguity, teachers misusing their power, teachers negligence of their

duties and principals leadership style. For the fact that conflict is poorly

managed, it negatively affects the smooth running of the school, principal –

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teachers‟ relationships are smeared and the academic performance of the

students are hampered.

It has been contended that the ability to handle conflict effectively is an

index of good leadership. Since leadership effectiveness is determined by

leadership style, it is possible that the components of transformational

leadership style (idealized influence, inspirational motivation, intellectual

stimulation and individualized consideration) would correlate positively with

conflict management. Probably, effective conflict management could be

attained when those leadership styles that relate positively with it are applied

for effective conflict management. The problem of this study therefore is to

find out how the components of transformational leadership style relate with

conflict management of principals.

Purpose of the Study

The purpose of the study was to examine the relationship that exists

between transformational leadership style and conflict management of

principals in secondary schools in Imo state.

Specifically, the study will determine the relationship between the

following components of transformational leadership style and conflict

management.

1. Idealized influence and conflict management

2. Inspirational motivation and conflict management

3. Individualized consideration and conflict management.

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4. Intellectual stimulation and conflict management

5. All the components of transformational leadership style and

conflict management

Significance of the Study

From the theoretical angle, the new science theories (chaos,

complexity and quantum mechanics) which characterize the universe as a

dynamic and unpredictable system held that, conflict is a precursor to

change, change leads to adaptation and adaptation leads to transformation.

This was used to show that leaders should embrace conflict and use it for the

positive transformation of the organization. By this a justification was made

for the need to establish the relationship that exists between transformational

leadership style and conflict management of principals in secondary schools.

This study on transformational leadership style and conflict

management of principals will expand the knowledge base of researchers on

the existing literature on leadership styles and conflict management

respectively.

Practically, the findings of this study will be beneficial to principals of

secondary school, Secondary Education Management Board (SEMB),

government, educational planners, zonal education authority, teachers,

students, and the society at large. The findings on the relationship between

idealized influence and conflict management will provide a working

document that will facilitate the effort of secondary school principals in

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conflict management, when they are equipped with such knowledge

through workshop and seminars. Principals of secondary schools through

this study will broaden their horizon on idealized influence, inspirational

motivation, intellectual stimulation and individualized consideration. They

will be better focused to apply these components in their administration for

effective conflict management.

The Secondary Education Management Board (SEMB) through the

findings on the relationship between each of the components of

transformational leadership and conflict management will use the result in

designing curriculum for leadership development programmes to make

school administrators function more effectively in their work. The

government and educational planners will equally benefit from this study.

The study will expose the dangers of the unhealthy climate caused by

series of unmanaged conflicts in our school system, hence informing the

government of the future danger if the situation should persist. The study

will therefore serve as a basis for favorable policy making with regards to

secondary education. It has been contended that, the determination of

sustainable peace, stability and justice are challenges to policy makers, hence

educational policy makers should not ignore such challenges.

The findings of this study which will be made known to teachers by the

Secondary Education Management Board in workshops would help to reduce

the sufferings of teachers and make them proud of their noble profession.

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They will no longer form cliques against an uncooperative principal. This

is because the principal‟s use of transformational leadership style will

enhance cooperation, communication and good team spirit in the school. The

students will equally benefit from the study in that a secured and serene

environment will be created for them to learn.

The findings on the relationship between components of

transformational leadership style and conflict management will raise the tone

of the school. The school administration will effectively manage conflict and

use it for positive transformation of the school organization. A school with

highly motivated and well disciplined staff and students, known for high

academic standards will definitely be the envy of others. The general

populace will benefit from the findings of the study for the fact that their

wards‟ future will no longer be threatened by unkempt and catastrophic

school environment caused by unmanaged conflict in the school system.

Finally this work would be of significance in providing a framework for

further researches into the relationship between leadership styles and conflict

management. The benefactors of the study will gain access to the

information there in, through the following means of communication –

electronic media, conferences, workshops and seminars.

Scope of Study

For the geographical scope, this study will be carried out in all the

public junior and senior secondary schools in the six educational zones in

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Imo state of Nigeria which include Owerri zone 1, Owerri zone 2,

Okigwe zone 1, Okigwe zone 2, Orlu zone 1, and Orlu zone 2. With regards

to the content scope, the study is restricted to the components of

transformational leadership style among the various styles of leadership. It

also extended its focus to conflict management of secondary school

principals. It examined the relationship between the components of

transformational leadership style (idealized influence, inspirational

motivation, intellectual stimulation and individualized consideration) and

conflict management of principals in Imo state secondary schools.

Research Questions

The following research questions were formulated for the study.

(1) What is the relationship between idealized influence component of

transformational leadership style and conflict management of

principals?

(2) What is the relationship between inspirational motivation component of

transformational leadership style and conflict management of

principals?

(3) What is the relationship between intellectual stimulation component of

transformational leadership style and conflict management of

principals?

(4) What is the relationship between individualized consideration component

of transformational leadership style and conflict management of

principals?

(5) What is the relationship between all the components of transformational

leadership style and conflict management of principals?

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Hypotheses

In order to carry out this research, the following null hypotheses were

postulated to be tested at P< 0.05 level of significance.

HQ1: There is no significant relationship between the ratings of idealized

influence component of transformational leadership style and conflict

management of principals in secondary schools in Imo state.

HQ2: Significant relationship will not exist between the ratings of

inspirational motivation component of transformational leadership

style and conflict management of principals in secondary schools in

Imo state.

HQ3: There is no significant relationship between the ratings of intellectual

stimulation component of transformational leadership style and

conflict management of principals in secondary schools in Imo state.

HQ4: There is no significant relationship between the ratings of

individualized consideration component of transformational leadership

style and conflict management of principals in secondary schools in

Imo state.

HQ5: Significant relationship does not exist between the ratings of all the

components of transformational leadership style and conflict

management of principals in secondary schools in Imo state.

19

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The related literature has been reviewed under the following

subheadings, conceptual frame work, theoretical frame work, and empirical

studies.

Conceptual Framework

Concept of leadership

Concept of transformational leadership style

Concept of conflict

Concept of management

Conflict management.

Leadership and conflict management in organization.

Theoretical Framework

Trait theory of leadership

Behavioral theory of leadership

Situational theory of leadership

Chaos Theory

Complexity Theory

Theory of Quantum Mechanics

Review of Empirical Studies

Studies on Leadership styles

Studies on conflict management

Studies on Leadership Styles and Conflict Management

Summary of Literature Review

19

20

Conceptual Framework

Concepts of Leadership

The term leadership has been of topical concern to administrators,

researchers and students. There are as many definitions of leadership as there

are people who have defined it. Stogdill (1948) defined leadership as the

process of influencing the activities of an organized group towards goal

settings and goal achievement. Katz and Kahn (1966) saw it as “the

influential increment over and above mechanical compliance with the routine

directives of the organization”. Nwankwo (1982) perceived leadership as

“the initiation, organization, and direction of the actions of the members of a

group in a specific situation towards the achievement of the objectives of the

group”.

Ukeje, Okorie and Nwagbara (1992) conceived of leadership as

involving the achievement of an organization‟s goals through the process of

influencing, directing, acquiring normative personal characteristics and

power and co-ordinating group activities to make individuals in the

organizations strive willingly towards the attainment of the set goals or

solution to a mutual problem. Ogbonnia (2007) stated that effective

leadership is the ability to successfully integrate and maximize available

resources within the internal and external environment for the attainment of

organizational and societal goal. Ann in Egg (2009) asserted that leadership

is about capacity: the capacity of leaders to listen and observe, to use their

expertise as a starting point to encourage dialogue between all levels of

21

decision making, to articulate their own values and visions clearly but not

impose them. Leadership is about setting and not just reaching to agenda,

identifying problems and initiating change that makes for substantive

improvement rather than managing change.

The implication of the above definitions is that leadership has to do

with one‟s ability to influence others, directing and coordinating their

activities towards attainment of an organizational goal. Leadership is

inevitable in every organization and it usually involves the leader, the

follower and situation. Katz and Khan in (Ndu Ocho and Okeke 1997:65-67)

gave four major reasons while organizations need leadership as: the

incompleteness of organizational design, changing environmental conditions,

internal dynamics of organization and the nature of human membership in

organizations.

An organization in which every member does no more or less than

what is formally stipulated can not be effective; hence the proper and

effective utilization of legitimate authority calls for leadership. Organizations

function in changing environment and their survival and effectiveness

depend on their ability to change in line with environmental changes which

could be technological, legal, cultural, economic or human. This situation

requires leadership. An organization in operation is subject to various forms

of imbalances arising from the need to maintain equilibrium, grow, meet

different needs of subsystems within it or needs of individual members,

22

hence leadership is required. Furthermore, every replacement brings into

the organization a new and unique personality with experiences different

from that of a person being replaced which lead to changes in organizational

attitudes and performance. Such changes required organizational adaptation

to the new inputs, which would necessitate leadership at various levels of the

organization.

For any organization to be successful there is absolute need for

dynamic and effective leadership. Davis in Ukeje, Okorie and Nwagbara

(1992:170) asserted “management activities such as planning, organizing,

and decision-making are dormant cacoons until the leader triggers the power

of motivation in people and guide them towards goals”. In other words, it is

the very act of leadership, which brings out the potentials in the organization

into reality making such organization to be successful.

Leadership Styles

Leadership style is the method or manner a leader adopts in leading an

organization. The success of any organization to a large extent depends on

the leadership style of the leader. Leadership styles have been classified into

Autocratic, Laissez-faire and Democratic leadership styles and more recently

transactional and transformational leadership styles.

Autocratic Leadership Style

This style of leadership is task oriented. It emphasizes production at the

expense of human consideration. It is in consonance with McGregor‟s

23

theory. McGregor‟s (1960) believed that human beings have inherent

dislike for work and must therefore be controlled, coerced, directed and

threatened with punishment to get them to work. Obi (2003:55) asserted “an

autocratic leader refuses suggestions, abhors oppositions and censors all

reports, letters and such documents that may concern his organization”. In

autocratic leadership, tasks and methods are imposed on subordinates,

effective communication is found wanting and policies and procedures are

dictated. It is characterized by unfavorable organizational climate and more

often than not the organizational goals are not attained.

Laissez-faire Leadership Style

As the name implies, this type of leadership style is characterized by a

feeling of indifference towards group functioning and goal attainment. It

allows complete freedom to the group and its individual members to do as

they wish. A laissez-faire leader emphasizes sound interpersonal relations

among subordinates at the expense of organizational goals. Lawler in Obi

(2003) maintained that a laissez-faire leader is really no leader at all; he

holds the formal leadership position and acts as the group figurehead.

Democratic leadership style

This type of leadership style comes mid-way between autocratic and

laissez-faire styles. The leader is neither too strict nor too loose to the

subordinates. He has concern for the attainment of organizational goals as

well as the interests of the subordinates at heart. Decision-making is based

24

on consultation, deliberation and participation among the group. The

leader makes constructive criticisms but does not blame unnecessarily. There

is effective communication between the leader and the led. Democratic

leaders do not demand for respect but they command respect. They are

favored in modern organizations.

Transactional Leadership Style

As the name implies, transactional leadership style is a leadership style

in which the leader motivates his subordinate by exchange process. The

leader exchanges subordinates effort with organizational reward. It is based

on a transaction or exchange of something of values the leader posses or

controls that the follower wants in return for his as her services. Burns

(1978) stated that transactional leadership style focuses on the

accomplishment of tasks and good worker relationship in exchange for

desirable reward.

Transactional leadership styles has been associated with the following

types of behavior; Contingent reward, Active management by exception and

Passive management by exception (Avolio, Bass and Jung 1999; Bass

1985a). Contingent reward-To influence behavior the leader uses rewards or

incentives to achieve rewards. Active management by exception: - To

influence behavior, the leader actively monitors the work performed and uses

corrective methods to ensure that work is completed to meet acceptable

25

standard. Passive management by exception:-To influence behavior, the

leader uses correction or punishment as a response to unacceptable

performance or deviation from the acceptable standards.

Transformational Leadership Style

Transformational leadership style is a leadership style where the

leader insists on complete change and motivation of the followers by

aligning both individuals‟ and organizational interest. Both leaders and led

work with uniform objective in order to attain organizational goals.

According to Burns (1978) Transformational leadership style is founded on

the belief that leaders and followers can raise each other to higher levels of

motivation and morality. He stated that the chief element of transformational

leadership is the ability to cultivate the needs of the followers in a followers

centered manner. Focusing on needs makes leaders accountable to followers.

Transformational leadership stems from empathy, understanding,

insight and consideration. A transformational secondary school principal by

implication should share in the feelings and ideas of his teachers. Once a

principal‟s relationship with the staff is cordial, he will be mindful of their

needs and values and put such into consideration in his administration.

According to Bass (1997) transformational leaders emphasize higher

motive development and arouse followers‟ motivation by means of creating

and inspiring vision about the future. The leader motivates followers by

inspiring them, setting challenges and motivating personal development.

26

This implies that a principal utilizing this style of leadership does not

constitute a hitch to teachers who are updating their knowledge through

sandwich program. He appreciates the efforts of those with higher degrees in

his school and encourages them to impart their knowledge in the attainment

of the school goal.

Transformational leadership style encourages the achievement of

high collective standards through a sense of purpose and a common mission

and vision. Bass and Avolio (1990b) contended that transformational leaders

are those who motivate their followers to act beyond expectations by raising

the followers‟ confidence level and providing support for developing to

higher levels. This makes the followers feel a greater degree of respect and

trust for such leaders. Weiss in Kotter (1999) had earlier stated that the

value congress of the leader and the led achieved by transformational leaders

results in leaders being seen by followers as more considerate, competent

and successful, moreover followers, are more satisfied with their jobs. A

transformational principal will always be appreciated by his staff and

students because he inculcates in them a sense of purpose that makes them

see meaning in their job. This accounts for their reason for working beyond

expectation.

According to Kotter (1999) authentic transformational leaders build

genuine trust between leaders and followers. They concentrate on terminal

values such as integrity and fairness. They see the responsibility for their

27

organization and their impact on the society. Kotter argued that

transformational leaders increase the awareness of what is right, good,

important and beautiful, when they help to elevate followers‟ needs for

achievement and self actualization, when they foster in followers higher

moral maturity and when they move followers to go beyond their self

interests for the good of their group, organization or society. When leaders

and the led are moved by unity of purpose all their energy is focused to

achieve maximum result because the leader has articulated the target goal so

every one understands the direction to move towards. In other words when

the leader and the led values are in sync (agreement), followers don‟t have to

be supervised, they will know what to do when the time comes.

In a school with transformational leadership style, discipline and

moral standard of students are given primacy of place. Students are nurtured

to insist on doing things appropriately. Examination malpractices, indecent

dressing, moral decadence and corruption of all sorts are shunned by both

staff and students. They need little or no supervision to do their work

because they have imbibed the spirit of self discipline, high sense of purpose

and personal ambition embedded in the global school vision.

Knouzes and Posner (1987) stated that transformational leaders move

people beyond expectation when they exhibit five fundamental leadership

practices which include:-

28

(a) Challenged the process - leaders are not bound by status quo. They

are open to innovation and encourage risk taking within the

organization.

(b) Inspired a shared vision – leaders look ahead and see what the

organization can be while at the same time enlisting the efforts of

others in achieving the common goals of the organization‟s vision.

(c) Enabled others to act - leaders involve others in the decision making

process of the organization and ultimately builds trust and mutual

respect within the organization.

(d) Modeled the way – leaders set examples within the organization by

adhering to the same rules and expectations of others within the

organization.

(e) Encouraged the heart – leaders recognize the contribution of

individuals and celebrate the accomplishment of others within the

organization.

Homrig (2001) conceived that transformational leadership comprises the

following ingredients

- Leaders have high moral and ethical values

- Leaders express genuine interest in followers.

- Leaders have inspirational values.

- Genuine trust exists between leaders and led.

- Followers share leader‟s value and vision.

29

- Leaders and followers perform beyond self interest.

- Participative decision making is the rule.

- Innovative thinking and action is expected.

- Motivation is to do the right thing

- Leaders mentor.

Relating the ideas of Knouzes, Posner and Homrig to the school

setting one can rightly assert that a transformational principal is not

conventional. He does not use yesterday‟s tools for today‟s problems. He is

open to new ideas and is always willing to try new methods of doing things.

A transformational principal foresees the school‟s future and makes haste to

alleviate any imminent danger. He encourages participative decision making

and never imposes his authority on any.

A transformational principal is a pace setter always leading by

example. For instance he should not be a late comer when he preaches

punctuality and should not be non challant over issues when he preaches

discipline and hard work. Through his words and actions he truly

demonstrates and convinces others that he is a role model. Transformational

leadership tends to be associated with more enduring leader-followers

relationship. Jung and Avolio (1999) opined that it is based more on trust

and commitment than contractual agreement. Gellis (2001) conceived that it

centers in new values and alternative visions of the futures. Transformational

30

leaders inspire and stimulate followers to set aside their interest to some

degree by replacing them with collective organizational purpose/vision.

Subsequently transformational leadership had been characterized by four

major types of behaviors which include; charisma or idealized influence,

inspirational motivation, intellectual stimulation and individual

consideration. As stated by Avolio, Bass and Jung (1999) and Bass (1985a).

Hall, Johnson, Wysocki and Kepner (2002) illustrated transformational

leadership style with four interdependent components called „4 I‟s, which

they claimed that when combined have an additive effect and yields

performance beyond expectation.

Fig. 1: The additive effect of transformational leadership

Idealized Influence (Attributive and Behavior)

Individualized Consideration

Inspirational Motivation

Intellectual Stimulation

Performance Beyond Expectation

+

+

+

+

+

+

=

Source: Hall, Johnson, Wysocks and Kepner (2002)

31

Charisma or Idealized influence

Krishinan (2000) defined charisma as a form of social authority that

derives its legitimacy not from rules, position or traditions but rather from a

faith in the leaders exemplary character. It is explained in terms of how

followers react to the leader and his behavior. Leaders with idealized

influence or charisma are admired and respected by followers. They serve as

strong role models. They have high standard of ethical and moral conduct

and provide followers with a vision and sense of mission.

According to Krishinan (2000) charismatic leadership is characterized

by followers trust in the correctness of the leader‟s belief, unquestioning

acceptance of the leader, affection of the leader, willingness to obey the

leader, and emotional involvement in the mission of the organization. House

et al (1991) identified charismatic behaviors of leaders as self confidence,

strong ideological conviction, high expectation of followers, showing

confidence in subordinates and consideration. Cogner and Kanungo (1998)

asserted that charismatic leaders are known for vision, emotional

expressiveness, articulation skills, high activity level, self determination and

exemplary behavior. By presenting an idealized goal a charismatic leader

provides a challenge and a motivating face for change. Followers want to

emulate leaders who exhibit charisma or idealized influence.

According to Bass and Avolio (2006) idealized influence can be seen

as both behavior (idealized influence behavior) and impact (attributed

32

idealized influence). Idealized behavior refers to the living of ones ideals.

Bass and Avolio (1994) in Bolden, Gosling, Marturano and Dennison

(2003:16) outlined idealized behaviors as leaders exhibiting these qualities;

talk about their most important values and beliefs, specify the importance of

having strong sense of mission, consider the moral and ethical consequences

of decision, champion existing new possibilities, and talk about the

importance of trusting each other. A school principal depicting these

behavioral patterns upholds his most important values and beliefs. He is not

impulsive rather he considers the moral and ethical consequences of his

decisions before implementing them

Bass (1990) stated that idealized attribute/ impact is the leader‟s ability

to build respect trust and faith in others. He displays a sense of power and

confidence. Hence a principal with this attribute goes beyond self interest for

the good of the school. He instills hope and confidence in his staff and

students reassuring them that obstacles will be overcome.

Lx Consultants (2008) opined that the common behaviors that describe

charismatic organizational leadership include the setting of examples for

others to follow, exhibiting unwavering conviction, confidence and action

even in the face of crises, and believing in people, encouraging them to step

up to responsibility and behaving consistently and reliably. By implication a

school organization with a principal who exhibits charisma or idealized

influence transforms both staff and students by demonstrating a sense of

33

courage, confidence and brevity in the face of challenges. This instills

mental and emotional maturity in them and gingers them to work harder

even in the absence of the principal.

Inspirational Motivation

This refers to the arousal and heightening of motivation among

followers. Transformational leaders display these behaviors when they

inspire and motivate followers to demonstrate commitment to the shared

vision of the organization. Such leaders communicate high expectation to

followers and increase team spirit and enthusiasm. Dubinsky and

Yammarino (1995) opined that Inspirational motivation has to do with the

communication of a vision with fluency and confidence, increasing optimism

and enthusiasm, and giving pep talks to energize others.

Bass and Avolio (1994) stated that leaders with inspirational

motivation talk optimistically about the future, talk enthusiastically about

what needs to be accomplished, articulate a compelling vision of the future,

express confidence that goal will be achieved, provide exciting image of

what is essential to consider, and take a stand on controversial issues.

Krishinan (2000) asserted that inspirational process involves

envisioning a desired future state, making followers see that vision, and

showing followers how to get to that state. Since vision clarifies the direction

in which an organization needs to move, Krishinan contended that

envisioning requires translating intentions in to realities by communicating

34

that vision to others to gain their support. Hence the right vision attracts

commitment, energizes people, creates meaning in followers lives, and

establishes a standard for excellence.

A principal with inspirational motivation expresses clearly to the staff

what programmes the school intends to carry out in each academic session.

He encourages teachers to be part and parcel of the school programme,

articulating the role of each teacher in attaining the school objective. He sets

a high standard for them and inspires them with motivational speeches and

conversation in the fulfillment of the shared vision of the school.

Nayab (2010) contended that through this component of

transformational leadership, leaders elevate people from low level of needs

focused on survival by appealing towards their inborn desire to attain higher

levels related to love, learning and leaving of a legacy. School principals can

raise their teachers to attain such higher levels by making vivid description

of a good future that raises one‟s imagination and heightens positive

outcomes. Relating stories of successful heroes of our time who were not

born great but achieved greatness through sincere hard work inspires people

who hear them. Nayab (2010) posited that the major challenges faced by

leaders under inspirational motivation relates to their abilities in persuading

followers to transcend their own self interest for the collective organizational

interest when required and countering the followers‟ emotional resistance to

change.

35

Intellectual stimulation

This is demonstrated by transformational leaders when they support

followers to be creative and innovative. Followers try new approaches and

challenge their own beliefs and values as well as those of the leader and the

organization. Kelling (2003) asserted that intellectual stimulation involves

arousing and changing followers‟ awareness of problems and their capacity

to solve those problems. The leader empowers followers by persuading them

to propose new and controversial ideas without fear of punishment or

ridicule.

Bass and Avolio in Bolden, Gosling, Marturano and Dennison

(2003:16) outlined the qualities of leaders with intellectual stimulation as

those who re-examine critical assumption to questions whether they are

appropriate, seek differing perspectives when solving problem, get others to

look at problems from many different angles, suggest new ways of how to

complete assignment, encourage non traditional thinking to deal with

traditional problem, and encourage rethinking those ideas which have never

been questioned before.

A secondary school principal demonstrates this skill when he allows

teachers to air their views during staff meeting. Such principal encourages

both upward and downward flow of communication. Teachers contribute

meaningfully and positively when given the opportunity to do so.

36

Nayab (2010) stated that transformational leaders‟ exhibit

intellectual stimulation by fostering a climate that favors critical examination

of commonly held notions, beliefs and statuesque, creating an environment

conducive for the creation and sharing of knowledge, encouraging

innovation and creativity, heightening sensitivity to environmental changes

and the empowerment and imposition of leaders‟ ideas only in the absence of

viable ideas from the followers.

A principal with intellectual stimulation does not claim to be

omniscient and infallible. He welcomes constructive criticisms from his staff

and utilizes such in making positive amendment. Besides he gives primacy

of place to students‟ activities in quiz, debating, mathematics and science

competition among others.

Intellectually stimulating organizational leadership according to Lx

Consultant (2008) creates intellectual energy, passion and stimulation,

encourages reasoning before taking action and increases awareness of

existence of problems and how they might be solved. A school administrator

that encourages intellectual stimulation is likely to produce gurus in

computer studies, science and technology which are good matches to the

current challenges of this country.

Individualized consideration

Here the leader provides supportive climate, listens to followers and

acts as a coach and mentor. The leader treats individual employees in a

37

caring and unique way. Leaders assist individuals achieve goals and grow

personally (Chekwa 2001). Shin and Zhou (2003) stated that individualized

consideration involves treating people individually and differently on the

basis of their talents.

Bass and Avolio (1994) asserted that leaders with individualized

consideration are those who spend time teaching and coaching, treat others

as individuals not just as members of a group, consider individuals as having

different needs, abilities and aspirations from others, help others to develop

their strength, listen attentively to others concern, promote self development,

and instill pride in others for being associated with them. Simic (1998)

contended that a transformational leader should know what motivates each

of his followers individually. He stated that human wishes and needs differ,

some want certainty, some want excitement, and some change; some prefer

money and others free time. A leader who is aware of these differences in

demand uses them appropriately. Hence leaders demonstrate acceptance of

individual differences and assign the task in accordance with their personal

affinities.

A school principal demonstrates individualized consideration by

showing good human relationship to his staff and students. He pays close

attention to differences that exist among the teachers and gives special

attention to their unique concerns. Such a principal has high regard for the

welfare of the teachers; he values and helps them for their own personal

38

growth and not just as mere instrument for increasing profitability in the

school organization.

Lx Consultant (2008) stipulated that common behaviors that describes

individualized consideration organizational leadership include caring about

the development of others, spending time with members and catching people

doing things right, believing in people, helping others to develop to their

fullest potential and delegating challenging tasks that matches members

developmental needs. By implication a principal who upholds this skill acts

as trusted advisor to both staff and students and shows genuine concern for

their wellbeing. Besides, he calls teachers at regular intervals, teaches them

the requirement of their jobs and makes sure new skills are learnt through

constant practice. He identifies the potentials in individual students and helps

in nurturing their growth and development. Nayab (2010) opined that such

leaders consider the individual‟s talents and levels of knowledge to decide

what suits him to reach high levels of attainment and making public

recognition of achievement and initiatives of such individuals.

Transformational strategies

Peters and Austine (1985) contended that successful leaders not only

model positive values, but translate these values into transformational

strategies that enable them to infuse their values in to the fabric of

organizational culture. Bennis and Nanus (1985) identified four

transformational strategies as; (a) attention through vision, (b) meaning

39

through communication, (c) trust through positioning, and (d) confidence

through respect.

Attention through vision; It is believed that the vision of effective leaders

attracts the attention of their subordinates. The articulation of organizational

vision naturally draws the attention of individual visions and focuses such

attention on the global vision of the group. Ohamae (1990:56) stated

“initially it focuses the leaders, but then the leaders‟ joy and enthusiasm

attracts others and encourage them to make commitment to organizational

excellence.” Visionary leaders according to Kelly and Spencer (2000)

involve diverse group of stake holders in the visionary process. By

implication school principals should seek staff involvement in planning and

executing the school vision knowing that they would be more committed to

meeting the school goal if they are part and parcel of its determination.

Meaning through communication; Organizational excellence requires

leaders to communicate the vision in way that incites hope. Nurmi and

Darling (1997) opined that information is the vehicle that turns hope into

action and the coordination of action depends on the existence of shared

meaning and common interpretation of reality. Hence communication is very

necessary as the basic mode in which any group of individuals can become

aligned with and be motivated to achieve the goals of the organization. In

other words school principals should ensure shared access to information as

it will facilitate the successful execution of the school vision.

40

Trust through positioning; Bennis and Beiderman (1997) contended

that integrity serves as a key factor in the process of establishing trust

through positioning. Integrity has been associated with these features; the

quality of being complete, unimpaired moral soundness, honest, freedom

from corrupting influence or practice, and predictable strictness in the

fulfillment of contracts and the discharge of trusts. Shelton, Darling and

Walker (2002) argued that a leader‟s integrity leads to trust, trust generates

security and security promotes peace. They stated that the daily activities of

leadership have their peaks and valleys, but a successful leader is one who,

throughout these variations in conditions, sustains a high degree of positional

consistency. School principals should be people of high integrity to ensure

trustworthy and peaceful school organization. A peaceful organization is that

which handles conflict with integrity and win – win solutions are pursued.

Confidence through respect: The leader‟s self confidence that worthy

objectives can and will be achieved more often than not is contagious.

Subordinates get attracted to such confidence and develop theirs along line

and with time mutual love and respect among the leader and the led grows

and flourishes. The respect thus built provides the basis for appreciating both

self and others and to accomplish goals that leads to organizational

excellence. Kouzes and Posner (1999) asserted that respectful leaders reach

out to organizational members by demonstrating appreciation and caring.

Such leaders model empathy, encourage personal growth and development

41

of others, and identify and encourage utilization of latent talents. They

bring out the best in others by instilling confidence through respect.

For effective transformation of organizational members, Galpin

(1996) believed that there are certain qualities which transformational

leaders should posses. These include creativity, team orientation,

appreciation of others, teaching, responsibility, and recognition. Creativity

includes not only undertaking creative actions by transformational leaders

but also openness to creative enterprises of their followers. Transformational

leaders demonstrates their creativity in the process of transformation, they

equally adopt the creative ideas of their followers. This explains why a

principal should welcome with open arms innovations from teachers such as

artistic work from fine art department, tie and dye and structures from

introductory technology teachers among others.

Team orientation reflects the leader‟s awareness of the importance of

team work and readiness to lean on the help of others. Galpin (1996) stated

that the complexity of the process of organizational transformation shows

that the leader cannot independently bring the whole process of

transformation to an end. This necessitates the creation of team for joint

decision making and problem solving. The implication of this assertion is

that principals should encourage group work among staff. Teachers‟ group

participation on issues affecting the school will no doubt yield a positive

result. The principal should not work in isolation of the teachers for the

42

attainment of the school vision and mission. On the other hand students

should be encouraged to carry out group project. This will help them to

cultivate team spirit that makes for unity of purpose.

Appreciation of others -With this quality a transformational leader

demonstrates that he appreciates and evaluates the contributions and

opinions of his subordinates in communication. To achieve optimal

effectiveness in communicational plan, a leader does not reduce

communication to only one way flow of information but include

communication channels for backward information from followers to the

leaders. Such communication shows that the leader listens to the followers

and is interested in their attitudes and ideas. A principal appreciates his staff

and students when he publicly recognizes positive contributions,

achievements and initiatives championed by them.

Teaching reflects the ability of transformational leaders to influence

people in the process of change, to teach, direct and correct them. Without

teaching Galpin (1996) argued that the fulfillment of transformational aims

rests upon occasional chances only and not on the design established in

advance. This explains why a school principal should be both a teacher and a

mentor.

Responsibility refers to the readiness of transformational leaders to take

the risk upon them for the success of transformational change.

Transformational managers according to Galpin (1996) accepted the chant,

43

actively take part in it and support it with their every action. This

illustrates the reason why transformational principals go beyond self interest

for the good of the school.

Recognition allows leaders identify situations in which followers

should be praised. Giving recognition represents a strong stimulation for the

followers to give further support to the effort to perform the change. If the

efforts made by followers remain unobserved, such effort may be missing in

the future. In that sense transformational leaders praise every well done

action of their followers right away.

Leithwood (1992) succinctly stressed that transformational leaders are

in the pursuit of three main goals which include helping staff members

develop and maintain a collaborative professional school environment,

fostering teacher development and helping teachers solve problems more

effectively. In consonance to this assertion, Cashin (2000) stated that

effective principals in today‟s school system assume that change is

inevitable, necessary and indeed strive to cause it. Hence for principals to be

transformational, they should be change agents and managers in the school

organization. As school managers‟ school principals, should harness the

human and material resources effectively for the attainment of the school

goal. Ineffective control and coordination of human resources leads to

dysfunctional conflict.

44

Advantages of Transformational Leadership

Homrig (2001) stated that transformational leadership style offers one

of many good ways to examine leadership and the type of leaders and

followers who are ideally suited for today and tomorrow‟s strategic

environment. This view is in consonance with Walsman, Bass and

Yammarino (1990) who contended that today‟s net worked interdependent,

culturally diverse organizations require transformational leadership to bring

out in followers their creativity, imagination and best efforts. The

implication of the above assertion is that, transformational leadership style

practiced by leaders like principals in a school setting will make staff and

students to be creative and come up with the best solution to problems. They

would not be required to be closely supervised; they would do what is

necessary just because it is the right thing to do.

Transformational leadership fuses the leader‟s vision so strongly in the

followers that both are motivated by high moral and ethical principles. Burns

(1978) insisted that for leaders to have great impact on the led, they must

motivate followers to action by appealing to shared values and by satisfying

higher order needs of the led such as their aspirations and expectations. He

asserted that transformational leadership is morally inclined in that it raises

the level of human conduct and ethical aspiration of both leader and the led,

and thus it has a transforming effect on both. In other words, leaders and the

led perform excellently when they have a common goal, vision and mission.

45

Transformational leadership style inspires people, stimulate them to

think differently and pay attention to their individual needs. McCrimmon

(2008) argued that if one has a good content and integrity and can present a

case for change with enough enthusiasm to inspire people, one is more likely

to win them over than if one‟s communication style is sleep inducing.

Tichy and Davena in Simic (1998) stated the following qualities of

transformational leadership which makes the style advantageous and suitable

to the conditions of modern organizational functioning. These include: (a)

Transformational leaders stimulate changes and realize them successfully.

They create adaptive, entrepreneurial, innovative and flexible organizations.

In other words they are change agents. (b) Courage – They are ready and

able to assume appropriate attitude, to take the risk and face the statuesque in

the organization. Their intellectual abilities allow them to face the reality

even though it is not pleasant. (c) Openness and faith in the followers –

Transformational leaders are open and sincere and ready to give confidence

when required. They are sensitive to their followers and do their best to

empower them whenever possible. (d) Led by values – They formulate sets

of values to be achieved and show behavior which is in accordance to the

values. Principals with transformational leadership style lead by examples.

(e) Ability to face the complex, ambiguous and uncertain situation. They are

ready to face almost every situation they find themselves. (f) Visionary

abilities- Transformational leaders are good visionary leaders. They have the

46

abilities to create a future state and articulate it successfully. Through

successful communication with the followers, with a lot of enthusiasm, they

work in achieving the state in question.

Principals who exhibit the qualities illustrated by Tichy and Davenna

would no doubt transform the school community and attain school

effectiveness. Northouse (2001) contended that transformational leadership

empowers followers to do what is best for the organization, listens to all

viewpoints to develop a spirit of cooperation, is a strong role model with

high values and helps the organization by helping others to contribute to the

organization.

Limitations of Transformational Leadership

Despite the fact that transformational leadership is regarded by most

people as a leadership that involves moral maturity and moral enlistment of

followers, its ethics has been questioned. According to Bass and Steidlmeier

(1998) five arguments have been raised by the critics of transformational

leadership against its ethicalness. Firstly they believe that since

transformational leadership uses impression management, it lends itself to

amoral puffery. Secondly they consider it as antagonistic to organizational

learning and development that involve shared leadership, equality, consensus

and decision making. Thirdly the critics believed that since transformational

leadership makes followers go beyond their own self interest for the good of

the organization, it will therefore engage them irrationally in pursuit of evil

47

ends contrary to the followers best interests. Fourthly they regard it as a

leadership style that manipulate followers and in effect cause them to loose

more than they gain. Finally they suggested that transformational leadership

lacks the checks and balances of countervailing interests, influences and

power in order to avoid dictatorship and oppression.

Northouse (2001) stated that transformational leadership has too many

components that seem too broad and that it treated leadership more as trait

than as a learned behavior. Mc Crimmon (2008) conceived of the limitation

of transformational leadership as placing too much emphasis on style over

substance.

However the criticisms levied against transformational leadership

suggest that no matter how good a tool may be, if wrongly applied will not

achieve the purpose of designing it. In as much as this study is not viewing

transformational leadership as panacea to all managerial problems, it tries to

establish a relationship between its components and conflict management so

that those components that positively correlate with conflict management

will be applied to it.

Concept of Conflict

The term conflict has been variously defined by many people. Among

those who defined it include Rahim (1992) who stated that conflict is “the

interactive process manifested in incompatibility, disagreement or

dissonance within or between entities”. Gardiner and Simmons (1992)

48

defined conflict as any divergence of interests, objectives or priorities

between individuals, groups or organization or non conformity to

requirements of a task, activity or process. Wall and Callister (1995) defined

conflict as a process in which one party perceives that its interest are being

opposed or negatively affected by another party. Obi (2004) stated that

conflict can be viewed as human and social problems which involves mutual

hostility, differences, oppositions, thesis and anti thesis resulting to man‟s

inhumanity to man, use of violence, turning point or crises which can

escalate to the level of psychological warfare or physical or naked war.

The central idea of all the definitions point to the fact that conflict

occurs whenever people are confronted with perceived or real clashing

interest, goals and values or competing claims over scarce resources.

Conflict is inevitable in every human organization since we are dealing with

people‟s lives, jobs, pride, self-concept, ego and sense of mission or purpose.

There is no way one can avoid completely, either consciously or

unconsciously stepping on another‟s toes.

Conflict also exists in educational institutions as it does in every other

organization. Ezegbe (1997) defines such conflict as mutual hostility in inter-

human relationships in educational institution in Nigeria. Mutual hostility as

he stated can occur in the form of insults, name calling, defamation of

character or blackmailing, stepping into another‟s shoes, sarcasm, false

accusation, withdrawal of love and support, withdrawal of services, salaries,

49

fringe benefits or incentives, strike, sudden transfer, suspension,

termination of appointments, demotion, marginalization, deprivation, boycott

of classes violent destruction, detention, open violence or killing etc.

Conflict can occur at various levels such as interpersonal, inter-group,

organizational or intra-organizational relationship involving the chief

executive and the rest of the staff, the super-ordinate and subordinate. This

can be between the principal and the staff, between senior and junior staff,

between school authority and students or the school and the community.

Nye in Obi (2004) stated that conflict is produced from the

combination of individual characteristics and the interaction patterns.

Individual characteristics according to Nye include: defensiveness,

authoritarianism, prejudices, blind conforming and obeying tendencies,

aggressiveness, frustration, stress from over loading, high levels of needs,

non satisfaction of human needs, selfishness/greediness, poor and distorted

communication, unhealthy rivalry, hatred/ racism/ discrimination, poor

motivation, un-conducive working/learning environment etc. He listed

interaction patterns as competition, domination and provocation. Once these

two forces come together conflict is produced, and when it begins, it tends to

intensify and add to the very factors that produce it.

A school community is made of the principal, vice principals,

departmental heads, teachers, students and non tutorial staff. Each of these

individuals has personal characteristics as listed above which differ from the

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others. Naturally human interaction pattern as stated by Nye is

characterized by competition, domination and provocation hence one will

normally want to emerge a winner in any competition. While striving for

identification one is likely to provoke others in words or deeds, again one

consciously or unconsciously dominates or overshadows others while

striving for recognition. In other words disagreements naturally occur as

ones goal directed behavior, ideas, beliefs and values clashes with the others.

This can be between any member of the school community and the other

(teacher verses teacher, teachers/teacher verses principal, students and school

authority, school authority verses the community etc) resulting to conflict.

It is worth mentioning that conflict does not appear suddenly, but

passes through several stages or cycles. Obi (2004:44) outlined the stages as

follows:

- Latent Conflict: Situations where there are the underlying conditions

of conflict but have not been recognized by the parties involved.

- Perceived Conflict: one or both parties recognize the basic conditions

for conflict.

- Felt Conflict: Internal tensions began to build in the involved parties,

but not out in the open for every body to see.

- Manifest Conflict: Conflict is out and its existence obvious to

everybody. Tension is released through open aggression, verbal threats

or physical combat.

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- Conflict after Math: The conflict is stopped by some method,

which either leads to new conflict or more effective co-operation of

both parties.

Causes of Conflict

Conflict, more often than not results because of miscommunication

between people with regards to their needs, ideas, beliefs, goals or values.

McNamara (1997) is of the view that the types of managerial actions that

cause workplace conflict include the following factors. (a)Poor

communications (i) Employees experiences continuing surprises, they aren‟t

informed of new decisions and programmes. (ii) Employees don‟t

understand reasons for decisions; they are not involved in decision-making.

(iii) Employees trust the “rumor mill” more than management. (b)The

alignment or the amount of resources is insufficient. (i) Disagreement about

“who does what” (ii) Stress from working with inadequate resources. (c)

Personal chemistry, including conflict values or actions among managers and

employees, examples (i) strong personal natures don‟t match (ii) we often

don‟t like in others what we don‟t like in ourselves. (d)Leadership problems

(i) avoiding conflict (ii) Employees see the same continued issues in the

workplace (iii) supervisors don‟t understand the jobs of their subordinates.

In a school setting, poor communication occurs when teachers are

taken unawares by the principal, when the principal fails to communicate his

staff of his intentions and deliberations. The principal makes decisions

52

without consulting teachers and carries same out accordingly. Again

conflict arises when teachers lack adequate instructional materials to teach

and laboratory facilities for practices or when the principal fails to make

clear distinction on the duties of teachers resulting to role ambiguity.

Furthermore a principal‟s self conflict, that is when he is not living up to his

values or when he thinks his values is being threatened by his staff might

result to conflict in the school. Also the leadership style of a principal might

be conflict inducing especially if he is an autocrat or a laissez fairest.

Daft and Terry in Borisoft and Victor (1998) identified the causes of

organizational conflict as (a) Scarce resources: This may include money,

supplies, people or information. (b) Jurisdictional ambiguities–when job

boundaries and task responsibilities are unclear. (c) Personality clashes –

differences in personality, attitudes, and values and believes. (d)Goal

differences –when people are pursing different goals. (e) Communication

breakdown- lack of communication between the super ordinates and the

subordinates.

Reitz in Obi (2004) categorized the sources of conflict in to four

namely personal; inter dependence, difference in goals and differences in

perceptions. Obi (2004) categorized the sources of conflict into structural

and non-structural sources. Structural sources emanate from the

organizational structure, which is the basic framework within which the

executive‟s decision-making behavior takes place. The larger the size of the

53

organization, the greater the number of conflicts and the higher the rate of

conflict intensity.

Obi (2004:67) listed the structural sources of conflict to include work

interdependence, mental dependence on limited resources, differences in unit

orientation and goals, differences in performance in status, jurisdictional

ambiguities, inadequate evaluation mechanisms, competition and role

dissatisfaction. Non-structural determinants of organizational conflicts

referred to personal or behavioral sources of conflict. They are not a

consequence of the design of the organization nor are they attributable to the

way in which the act of work roles and administrative arrangements are

formally defined. They include difference in personal traits, difference in

background, differences in values, poor communication skills, differences in

perceptions, differing viewpoint emotions and attitudes, prejudices,

authoritarian rule, incompetence and issues of generation gap.

The conflict that arise in secondary school system as observed by

Njoku (2004) could be attributed to lack of effective communication

network, unconducive atmosphere or work environment, leadership styles

and disagreement over goals. Others are misunderstanding and disagreement

over the use of inadequate school furniture, provocation, name calling, non-

payment of financial loans, high cost of education, teachers‟ misusing their

powers, teachers negligence of their duty and so on.

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Effects of conflicts

Conflict, generally viewed as an inevitable phenomenon in a school

organization has the potential of impairing or improving the performance of

the school organization. Mc Namara (1997) stated that conflict is not a

problem, but when it is poorly managed it becomes a problem. He contended

that conflict helps to address problems, energizes work to be on the most

appropriate issues, helps people to be real and learn how to recognize and

benefit from their differences. On the other hand conflict is a problem, when

it hampers productivity, lowers morale, causes more and continued conflict

and inappropriate behaviors. Deductively school conflict becomes a problem

when teachers form clique against their principal, do not teach their lessons

and indulges in misdemeanors like persistent late coming, truancy and eye

services. This definitely will affect teaching and learning and the academic

performance of the students. Fasnucht (1990) is of the view that an

unmanaged group conflict could be very chaotic and the absence of conflict

result in apathy.

Ivaceirich and Matterson (1996: 325) asserted, “a conflict is functional

when the result of conflict between groups enhances and benefits the

organizational performance. When a disagreement prevents the

organizational objective from being achieved then it is dysfunctional”.

Dysfunctional conflict is destructive in nature in the sense that it worsens

interpersonal relationship, decreases productivity and leads to negative

55

organizational results. Dysfunctional conflict prevents goal achievement

in any organisation where is present. Van der Bank in Ndlovu (2006)

contended “If educators in a school are willing to disagree but fight too much

without resolution, objectives may not be met and the school performance

will diminish thus contributing to the collapse of the school”

Poorly managed task related conflict can easily become personal, hence

generating resentment, antagonism and hostility. This no doubt interferes

with work relationship, create stress, polarize teams and leads to total

breakdown of the school system. When school conflict is in climax students

destroy school valuable property. Imhebekha in Ndlovu (2006) stated that

during school conflict the students disrupt school programmes by boycotting

lectures, writing damaging posters, involving in demonstration while cult

members clash with groups.

When conflict is poorly managed or not resolved in an institution like

the school, time, energy, money and materials are wasted. Levin in Grazier

(1999) stated that conflicts have significant cost associated with how they are

resolved. These according to him include direct cost, productive cost,

continuity cost and emotional cost.

Direct costs are fees or money paid to lawyers or individuals for conflict

resolution. Productive cost involves the value of time, for instance the time

that should have been used for effective teaching and learning in school is

spent on conflict and its resolution. Continuity cost refers to the termination

56

of cordial relationship which could have continued without conflict. Once

relationship is smeared, the school community is robbed of unity of purpose

in their activities. Emotional cost reflects the pain of focusing on and being

held hostage by emotions. It is very difficult for an emotionally disturbed

staff to perform his or her duty with concentration. Prolonged conflict

between individuals can affect negatively people‟s emotional and physical

health. Evidences abound of people who suffer disorders as a result of

intense conflict in their workplaces. It is also worthy to note that conflict

results in falsification of data and distortion of reality. This is a case where

people present an untrue picture of their position in conflict situation.

However, well managed conflict has beneficial effects. When faced

with conflict people often become more innovative in their thought pattern,

amidst this creative thought, talents and abilities may emerge as response to

the conflict. Conflict can also provide diagnostic information about problem

areas in an organization. McNamara (1997) stated that conflict is needed

because it (a) helps to raise and address problems. (b) energizes work to be

on the most appropriate issues. (c) helps people to be real and motivates

them to participate. (d) helps people learn how to recognize and benefit from

their differences. He stated that conflict is not the problem, however the

problem is poorly managed conflict.

On the other hand conflict is a problem when it (a) hampers

productivity (b) lowers morale (c) causes more and continued conflict (d)

57

causes inappropriate behaviours (e) takes attention away from other

important activities (f) undermines moral or self respect (g) polarizes people

and groups reducing co-operation. O‟ Hair, Fridrich, Wiemen in Owerns-

Ibie (2000) stated that conflict can be converted to opportunities to evaluate

and re-asses practices and plans as well as strengthen the necessary

interaction processes to the ultimate good of the organization and its staff.

Deutsch (1994) contended that conflict prevents stagnation and stimulates

interest and curiosity. It is the medium through which problems can be aired

and solutions arrived at.

Concept of Management

The term management is literally seen as the act of handling or

controlling issues successfully. Adesina (1990) defined management as the

organization and mobilization of all human and material resources in a

particular system for the achievement of identified objectives in the system.

Mc Farland (1979) defines management as the process by which managers

create, direct, maintain and operate purposive organizations through

coordinated cooperative human efforts. Richman and Farmer in Obi

(2004:20-21) asserted, “management involves strategy, innovation, initiating

about change, creative problem solving and decision making, actively

seeking out alternatives and opportunities, reformulating goals and priorities,

redeploying resources, negotiating, resolving conflicts, dynamic or active

58

leadership, diplomacy, statesmanship and a high degree of risk taking and

entrepreneurship”

These definitions imply that management is not static, it is dynamic

and does not consist formulas or fixed patterns. Again managerial action

directs and controls the nature and extent of pace of activities in an

organization. In a school setting the act of management would involve the

principal‟s ability to direct control and coordinate human and material

resources within the school to achieve the school goal. The human resources

include both tutorial and non tutorial staff, the students and PTA members.

The material resources ranges from the school plant to library and all school

records. The extent of the principal‟s effectiveness in handling coordinating

and mobilizing these resources to achieve the school goal describes his

management acumen.

Conflict Management

Conflict management is the employment of strategies to correct

perceived incompatibilities resulting typically from interference or

opposition in positive manner. Johnson and Holubec (1986) stated that

conflict management is the principle that all conflicts cannot necessarily be

resolved but learning how to manage conflict can decrease the odds of non-

productive escalation. They stated that conflict management involves

acquiring skills related to conflict resolution, self-awareness about conflict

modes, conflict communication skills and establishing a structure for

59

management of conflict. In other words conflict management are

institutionalized approaches that provide routine and predictable procedures

to individuals and organization to manage difference and reach fair equitable

and broadly acceptable decision on problems of mutual concerns.

At all levels, it is believed that managing competing interest and

potential conflict in an organization constitute elements of good

governance/effective leadership in such organization. SPIDR (1999) stated

that a well-designed conflict management system will improve the lives of

all persons in the workplace; improve productivity and reduce unnecessary

litigation and grievances. It will reach beyond employees to improve

relationships with those with whom the organization interacts.

Hand (1978) was of the view that the following strategies are effective

in the management of conflicts. Dialogue – The two parties are brought face

to face to discuss the problem. Arbitration – Peacemaker is invited to settle

the problem. Boxing the Problem – exposing the triviality of the problem.

Confrontation – debate is used to expose the problem, and Neglect/silence-

delaying tactics to disarm the combatants emotionally.

Ezegbe (1997) listed other strategies that can contribute to conflict

resolution or tension reduction as: effective catharsis – (Emotional release

accomplished by some behavior e.g. sports) super-ordinate goals –giving

both parties compelling goals to accomplish together, empathy – putting

oneself in the feeling of others, Grift theory – graduated reciprocation in

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tension reduction i.e. avoiding monopolization of things by one group at

the expense of others, culture and civility – tolerance and accommodation for

different behaviour, synergy – combined benefits for all, an address, by an

influential person, satisfaction of Maslow‟s hierarchy of human needs,

prayer, separation device.

To the above strategies Obi (2004) added confrontation between the

parties, redesigning the organizational structure smoothing over difference,

removing the issue or condition that is generating the conflict, effective

communication, rational approaches by the boss, enforced legislation, use of

bureaucratic principles.

Larson and Gray in Kamalakkannan (2010) stated that there are five

conflict management strategies which include mediation, arbitration, control,

acceptance and elimination. The goal of mediation is to identify multiple

possible alternatives and to mutually select one that is acceptable to all and

in the interest of project objectives. This means that any alternative the

principal selects in managing conflict will be that which favors the school

goal. The arbitration strategy will require the principal to provide a safe and

productive opportunity for the conflicted parties (teachers in conflict) to air

their disagreements. After careful attention and fully listening to each of

them, the principal should formulate, define and provide a solution to them.

Larson and Gray are of the view that arbitration should be combined with

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mediation for the parties to negotiate to a more mutually acceptable

alternative.

The control strategy of conflict management according to

Kamalakkannan (2010) is based on the smoothing approach. It seeks to bring

tension and emotion down to a level at which productive discussion and

negotiation can occur. The principal can apply humor, while addressing

those in conflict. In the acceptance strategy, the decision can be made that

the conflict consequence are negligible relative to the school objective and

therefore require no action. This strategy if not closely monitored has the risk

of later escalation. The elimination strategy is reserved for those conflicts

that have become so dysfunctional that the project can no longer tolerate any

impacts from them. A principal might seek from the office, the transfer of

teachers who constitute nuisance to school administration.

In light of the conflict management methods reviewed, it is necessary

that the leader (principal) be grounded in such knowledge so as to know

when, where, and how to apply each method to a particular conflict situation.

In the management of conflict the Thomas–Killman (1978) conflict

mode instrument (TKI) 5

has been widely accepted by many researchers and

theorist in this field.

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Conflict Management Styles/Options

Source: Based on Thomas –Killman conflict mode instrument (1978)

Thomas and Killman (1978) identified a conflict-handling grid which

comprised five-conflict management styles based on two dimensions;

assertiveness and cooperativeness. Assertiveness is the motivation of the

individual to achieve his or her own goals, objectives and outcomes, while

cooperativeness assesses the willingness to allow or help the other party to

achieve his goals or outcomes. Each of the five methods; avoiding,

competing, accommodating, compromising and collaborating, can be

characterized by the two scales of assertiveness and cooperativeness. None

of these modes is wrong to use, any of them might be appropriate based on

the circumstances or the situation and the personalities of the individuals

involved.

Competing mode is marked by high assertiveness and low

cooperativeness. Kamalakkannan (2010) relates competing mode to the

Compromising

Accommodating Avoiding

Collaborating Competing

High Low

High

Ass

erti

ven

ess

Cooperativeness

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sharks (fish), stating that sharks try to overpower opponents by forcing

them to accept their solutions to the conflicts. Their goals are highly

important to them and they seek to achieve it at all cost. They are not

concerned by the needs of others. Sharks believe that conflicts are either won

or lost and thy want to be the winner. This mode is appropriate when quick

action needs to be taken like emergency, when unpopular decisions need to

be made, when vital issues must be handled, when one is protecting self-

interest or when the alternative one is opposing is unethical. According to

Consulting Psychologists Press (undated) the skills needed here are (a)

Arguing or debating (b) using rank or influence (c) asserting your opinions

and feelings (d) standing your ground (e) stating your position clearly. In a

school setting a principal can use this mode in handling conflict resulting

from indecent dressing, examination mal practice, cultism among others

Avoiding mode is characterized by low assertiveness and low

cooperativeness. Kamalakkannan (2010) describes the avoiding mode as the

turtle, stating that turtles withdraw to their shells to avoid conflict, giving up

their personal goals and relationship. They stay away from the issue over

which the conflict is taking place and from the person they are in conflict

with. Turtles believe that it is easier to withdraw physically and

psychologically from a conflict than to face it. Avoiding mode is appropriate

in treating issues of low importance, to reduce tension or when disruption

will be very costly. Avoiding skills as stated by Consulting Psychologists

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Press (undated) include (a) Ability to withdraw (b) Ability to sidestep

issues .(c)Ability to live things unresolved (d) Sense of timing. A principal

can use this mode in handling conflict resulting from students‟ excessive

demands from school authority or trivial issues from staff or community that

might disrupt the school programme.

Accommodating mode is marked by low assertiveness and high

cooperativeness. Kamalakkannan (2010) applied the accommodating mode

to the behavior of the teddy bear that smoothes issues. To teddy bears

relationships is of great importance. They want to be accepted and liked by

other people. Teddies think that conflict should be avoided in favor of

harmony, hence thy give up their goals to preserve relationship.

Accommodating mode is appropriate when people realize that they are

wrong or to show reasonableness, develop preference, create good will or

keep peace. The Consulting Psychologist Press (undated) stated that the

skills involved accommodating mode are (a) Forgetting your desires (b)

Selflessness (c) Ability to yield (d) Obeying orders. A principal can use this

mode when he receives constructive criticisms from his teachers.

Compromising mode is of moderate assertiveness and moderate

cooperativeness. Kamalakkannan (2010) correlates compromising mode with

the behavior of the fox. He stated that foxes are moderately concerned with

their own goals and their relationship with others. They give up part of their

own goals and persuade others to give up theirs. They seek conflict solutions

65

in which both sides gain something that is the middle ground between

two extremes. Compromising mode is used when dealing with issues of

moderate importance, when you have equal power status or when you have

strong commitment for resolution. According to the Consulting

Psychologists Press (no date) the skills involved are (a) Negativity (b)

Finding a middle ground (c) Assessing value (d) making consensus. A

principal can use this mode in resolving conflicts among departmental heads

in his school.

Collaborating mode is characterized by high assertiveness and high

cooperativeness. Kamalakkannan (2010) relates the collaborating mode to

behavior of the owl that likes confrontation. Owls highly value their own

goals and relationship. They view conflicts as problems to be solved and

seek solution that achieve both their own and the other person‟s goal.

Collaborating mode is appropriate when conflict is important to the people

who are constructing an integrative solution, when the issues are too

important to compromise, when merging perspectives, when gaining

commitment, when improving relationship or when learning. Consulting

Psychologists Press (no date) the skills required in collaborating are (a)

Active listening (b)Non threatening confrontation (c) Identifying concerns

(d) Analyzing input. A principal can use this mode in handling conflict

between school authority and community, himself and his staff among

others.

66

The Consulting Psychologist Press (undated) stated that several

factors affect conflict modes. These factors impact on how one responds to a

conflict. They include gender, self concept, expectations, situations, position

(power), practice, determining the best mode, communication skills and life

experiences. It stated that the variables one should consider before selecting

a conflict management style include (a) how invested one is in the

relationship (b) how important the issue is (c) whether one has the energy for

the conflict. (d) awareness of potential consequences (e) readiness for the

consequences (f) consequences if one do not engage in the conflict.

It is being argued that that through conflict self awareness, one can

effectively manage conflict in organization. Hence practicing one‟s conflict

management skills leads to more successful engagement in conflict with

outcomes of relief, understanding, better communication and greater

productivity for both the individual and organization

Conflict Management Steps

Borisoff and Victor (1998) identify five steps in the conflict

management process that they call the five “As” of conflict management.

These include assessment, acknowledgement, attitude, action and analysis.

They contended that these five steps allow for a sustained ongoing process of

problem –solving-oriented conflict management.

Under the assessment step, those involved gather the right information

regarding the problem and choose the conflict handling mode appropriate for

67

the solution. They collectively decide that which is central to the problem

and then decide areas in which they may be willing to compromise and what

each party actually wants.

In the acknowledgement step, each party attempts to hear out the

other. This stage allows both parties to build the empathy needed for the

motivation of a synergistic solution to the problem. The acknowledgement

acts as a feedback to the party and demonstrates that one understands the

other party‟s position though one may not agree with the other party. Also

this stage is helped by the use of active listening technique and overt and non

verbal encouragement.

The third step according to Borisoft and Victor (1998) is the attitude

stage. This stage attempts to do away with pseudo-conflict which emanated

from misinterpretation of information or communication variation. Also one

acknowledges the differences in the way men and women are generally

conditioned to communicate which include assertiveness, interruptive

behavior and perceptions of politeness. Again in the attitude step one

analyses potentially problematic variations in writing, speaking and non

verbal mannerism. Such differences may not clarify meanings as stated by

Borisoft and Victor (1998), hence an effective conflict participant like a

school principal should maintain an open mind towards all parties involved.

This is followed by action which is the next step. Here the chosen

conflict handling mode begins to be actively implemented. Assuming the

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problem solving mode is chosen, the manager conveys the opportunity

for a conflict resolution based on trust and ongoing feedback on those points

on which the parties have already agreed. At the same time each individual

assesses the behavior of the other party to ascertain where potential trouble

sports might emerge. All parties must stay alert to new issues that are raised

and look for productive solution.

The analysis step is the final step where participants decide on what

they will do and then summarize and review what they have agreed upon.

This step equally clarifies whether each participants requirement have been

addressed and met.

Darling and Gabrielson (2004) identified three major groups of

steps in conflict management which they claim neither eliminate nor avoid

conflict but seek to manage it creatively. These groups of steps are

preliminary steps, resolution steps and maintenance steps. The preliminary

steps include power-based development, relational acceptance and

meaningful communication. The resolution steps focus on assumption

analysis, objective identification and alternative selection. The maintenance

steps deals with action agreement, feedback review and continuing oversight.

Maintenance steps

7. Action

agreement

8. Feedback

review

9 Continuing

oversight

Preliminary steps

1. Power base

development

2. Relational

acceptance

3. Meaningful

communicat

ion

Relational Steps

4 Assumption

analysis

5. Objective

identificatio

n

6. Alternative

solution

Figure 1: Key steps in conflict management

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According to Darling and Gabrielson (2004) this approach (concepts

and skills above) were used by Sundveill in successfully managing the

conflict situation between Wikstron and Donaldson in an expert distributing

channel. They insisted that following the steps provides an orderly sequence

or paradigm for conflict management, and provides feedback that helps to

provides a continuing maintenance of the conflict solution.

The management skills and techniques associated with these steps as

stated by Darling and Gabrielson (2004:398) include the following; power-

Figure 2: A model for conflict management

Source: Darling and Gabrielsion (2004:391)

1

Power base

development

9

Continuing

oversight

2

Relational

acceptance

8

Feedback review

Conflict

management

situation

7

Action

agreement

6

Alternative

selection

5

Objective

identification

4

Assumption

analysis

3

Meaningful

communication

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based development involves creation of a win-win atmosphere, starting

with problem description rather than evaluation and facilitation of an equal

and informal negotiation atmosphere. Relational acceptance involves

creation of trust and acceptance, encouraging each party to make emotions

explicit, seeking open interaction which is honest and sincere, and being

objective and showing empathy to the other party.

Meaningful communication has to do with making sure of shared

understanding of vocabulary and frame of reference, enhancing sensibility,

adaptability and mutual motivation, in-depth-listening and appropriate use of

judgment when reflecting on replies and putting your self in the others shoes.

Assumption analysis involves identifying and testing for reality of

assumption and enhancing understanding of the problem and disagreements.

Objective identification has to do with focusing on mutual interest not

possession and finding a super-ordinate goal. Alternative selection includes

creating an abundance of options through brain storming, identifying shared

interest and using mutual gain as driving the selection criteria. Action

agreement involves identifying tasks and list and dividing responsibilities

and specifying criteria for measurement of achievements. Feedback review

involves creating a system for information exchange, creating strategic

meaning through communication, being forward looking and willing to

change perceptions and checking the agreement content when the need

arises. Continuing oversight comprises being conscious of the scars the

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conflict has made and periodically communicating commitment to the

outcome.

It is contended that any school principal who is well grounded in the

knowledge of these skills and utilizes such effectively in conflict

management will definitely attain enviable height in school administration.

Leadership and Conflict Management in Organization

Leadership can be said to be effective when it achieves the goals of

the organization. How Leaders react to problems, reward and punish

followers is relevant to organizational culture and instrumental to

organizational goal attainment. According to Hendel, Fish and Galon (2005),

leaders who are concerned about organizational renewal will seek

organizational cultures that are more hospitable and conducive to creativity,

problem solving, risk bearing and experimentation. Their perspective on

power tends to influence their strategies in conflict and enhance people to

work together effectively. Morano (1989) contended that how managers

handle conflict is an important determinant of how smoothly an organization

operates. Hence the role of a leader in an organizational conflict is an

indispensable factor. He influences and directs individual and group

members and therefore requires the right qualities and skills in order to

handle conflict effectively.

In the management of schools, low level of school effectiveness and

inability to handle conflict is usually attributed to leadership failure or

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ineffective leadership. Hence principal‟s leadership behavior determines

the school tone. A statement credited to Fred Hechinger of the New York

Times quoted in Obi (2003:61) summaries the importance of principal‟s

leadership thus:

Over the years as a reporter, I have never seen a

good School with a poor principal or a poor school

with a good principal. I have seen unsuccessful

schools turned around in to successful ones and

regrettably outstanding schools slide rapidly in to

decline. In each case, the rise and fall could be

readily attributed to the quality of the principal.

Bass and Avolio (1994) contended that the employee/relations

orientation of a leader has a positive correlation with trust and a negative

correlation with conflict. This implies that a facilitative leader has the

capacity to help a dissonant group to work together towards their shared

goals. Woodti (1987) and Fish (2000) are of the view that a leader provides

encouragement and support, releases tension, harmonizes misunderstanding

and deals with disruptive or aggressive behavior. When a school principal is

fully equipped with the right knowledge, attitudes and skills that emanate

from transformational leadership style he will no doubt handle conflict

effectively and attain the school goals.

Theories of Leadership

The following leadership theories have been reviewed; Trait theory;

Behavioral theory; and Situational theory because they are directly related to

the study at hand.

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Theoretical Framework

Trait Theory

This is one of the earliest approaches to the study of leadership. It is

otherwise known as the great man theory of leadership which is based on the

fact that some individuals are born with certain traits that allow them to

emerge out of any situation as leaders. This theory believes that leaders are

born, not made. In other words one is a leader by pre-disposition, by

possessing leadership traits such as physical attributes like height, size,

physical energy, friendliness and so on.

The trait theory of leadership is to an extent related to charisma or

idealized influence and inspirational motivation components of

transformational leadership style. Charisma is a spiritual power of personal

quality that gives an individual influence or authority over a large number of

people. This personal trait or quality makes transformational leaders live up

to their ideals and build respect, trust and faith in their subordinates. Though

this skill can be acquired through training, it is an inborn trait and people

who naturally posses such traits stand out in organizations to influence

others. On the other hand inspirational motivation which deals with vision

articulation rests on the inborn trait of verbal facility. It enable

transformational leaders speak convincingly to followers and motivate them

to work beyond personal interest for the good of the organization. Though

one can acquire the skill of making powerful and effective speeches through

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training, it is an established fact that those born with this skill whether

trained or not, usually excel when making public speeches.

Behavioral Theory

The behavioral theory emanated due to the inadequacies of the trait

theory. Here, attention was shifted from what qualities a leader possessed to

the leader‟s capabilities and behavior. In other words the description of

leader‟s behavior would determine the level of his effectiveness. The

proponents of this theory include Barnard (1938), Cartright and Zander

(1953), and Stogdill (1948) among others. Almost all the major behavioral

studies of leadership perceived it as multi-dimensional. They supported at

least two distinct types of leadership behavior which are concern for

organizational tasks and concern for individual relationship.

The effective, goal achievement, initiating structure or system

oriented explains the task dimension behaviour largely devoted to rational

use of human and material resources to accomplish the goal of the

organization. While efficiency, group maintenance, consideration or person

oriented is behaviour primarily concerned with maintaining cordial personal

relationship with the workers.

The behavioral theory of leadership is relevant to intellectual

stimulation and individualized consideration components of transformational

leadership style. Intellectual stimulation refers to the disposition of the leader

in stimulating others, re-examining critical assumptions and seeking

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differing perspectives in problem solving. It has great concern for

organizational tasks and goal achievement hence having direct connection

with the nomothetic, initiating structure or system oriented behavior of the

leader.

Individualized consideration which deals with the leader‟s tendency in

showing concerns for individuals and helping them attain personal

development is related to efficiency, group maintenance or person oriented

behavior of the leader. One can rightly assert that transformational leadership

style is both production oriented and employee oriented as stipulated by the

behavioral theory of leadership. It is worthy to note that effectiveness is

achieved in an organization through judicious and appropriate combination

of system oriented and person oriented behaviors that a leader can show

towards the subordinates. In spite of the contributions of the behavioral

theory to the study of leadership it failed to incorporate situational variables

in its scheme.

Situational Theory

The situational theories to the study of leadership maintained that

leadership effectiveness depends upon the fit between personality traits and

behaviors of the leader and situational variables such as task structure,

position power, and subordinates‟ skill and attitude. The theory tries to

identify situations to which the leader behavior can be attributed. It assumes

that different situation calls for different characteristics. What a leader does

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depends upon the characteristics of the situation in which he functions.

Again leadership style is contingent to the situation and this is sometimes

classified as the contingent theory, which include Fielder contingency model,

Vroom Yetton decision model, the Pathgoal theory and Hersecy – Blanchard

situational theory.

The classical situational theory of the 1950‟s believed that it is the

situation that produces the leader. Leadership in relation to specific situation

was thought to be determined by the group.

This school of thought believed that leadership is vested on a person

by a group not because his person is inherently a leader but because he

performed needed functions of his group. Stogdhil & Shatle (1956) were

among the researchers in this field. The Neo-classical situational theory of

the 1970‟s posited that situation is important in leadership but in the context

of other factors like leader personality variables. Obi (2003:51) identified the

following variables as situational determinants of leader behaviour.

(a) The structural properties of the institution (size, hierarchical order).

(b) The organizational climate (group atmosphere, participativeness etc).

(c) The role characteristics (position, power, type and difficulty of task,

procedural rule).

(e) The subordinate characteristics, (tolerance, sense of responsibility,

power possessed by subordinates).

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The situational leadership theory has great relevance to the present

study in that situation depicts when each component of transformational

leadership style comes in to play. The principal do not implement the four

components simultaneously but applies each in accordance to the situational

variable at hand.

The major lessons to be learnt from these theories of leadership

effectiveness in organization are that: (a) The three leadership theories have

direct connections to the transformational leadership style. Charisma

(idealized influence) and inspirational motivation are inborn traits that

contribute to leadership effectiveness. Intellectual stimulation and

individualized consideration both reflect the system and person oriented

behaviors required of the leader for excellent performance.

(b) Effective leadership requires a consideration of factors in the leader, the

followers and situation. Situational variables change so much that the leaders

must adjust to them in order to be transformational.

In other words, his inclination to either the task or people dimension

depends on the dictates of the situation. The situational leadership theory

assumes that there is no one best leadership style. It contends that none of the

components of transformational leadership style will work in all situations

and all the time. The philosophy of the leader must be flexible enough to

adapt to the situation and changing times, knowing which component to be

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applied to a particular situation. Hence one must adapt strategy to

changing conditions.

Conflict Management Theories

Scientific Theories of Chaos, Complexity and Quantum Mechanic.

Chaos Theory:

According to Chaos theory, high levels of disorder are pre-requisite

for system evolution. Without the chaos of conflict, life stagnates. This is in

consonance with Newton‟s second law of thermo-dynamics which is

applicable to closed (static), mechanical system. Prigogine and Stengers

(1984) differentiated between the disorder of open and closed systems. They

label1ed entropy „passive chaos‟ and evolution „active chaos‟. Passive chaos

occurs when a closed system reaches equilibrium and elements moved

around randomly. Active chaos occurs in an open system that is in a state of

disequilibrium. Open (dynamic) systems like humans and their organizations

are capable of using chaos to achieve higher levels of complexity and

diversity. Wheatley, in Shelton and Darling (2003) called this self-

organization.

Systems that are closed to new information cannot self-organize.

Information is the catalyst that disrupts a system‟s equilibrium. As this new

information permeate a system, it reaches a bifurcation point according to

Shelton and Darling (2003) bifurcation point are turning point while a minor

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fluctuation in any part of the system can cause a radical change in a

system duration.

In organizations, bifurcation points are typically created by conflict.

They occur when one individual goals, values or style bump against another

who sees the world differently. It is at this point that new directions and

options emerged in other words the tension of conflict can generate

important new options. If the active chaos is prematurely suppressed,

participants all too often retrieve back to a state of apparent peace while

passive chaos continues to fester just below the surface. In such a situation

no break through or insight emerges, consequently, old behaviors eventually

resurface and the conflict resumes, requiring another conflict management

intervention.

Chaos theory suggests that though all systems both organic and non-

organic are unpredictable over the course of time, these systems consistently

use chaotic process as a catalyst to achieving higher level of order

(effectiveness and efficiency).

Complexity Theory

Complexity Theory is a late twentieth century expansion of chaos

theory. As its name implies, this theory focuses on the behaviour of complex

systems such as organizations. A complex system is one whose component

parts interact with sufficient intricacy that they cannot be predicted by

standard linear equations, so many variables are at works in the system that

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its behaviour could only be understood as an emergent consequence of

the holistic sum of all the myriad behaviours embedded within. (Levy in

Marion, 1999:27-28).

Complexity theorists frequently referred to the space between chaos

and order as the edge of chaos. This is the area were all systems human

included, appear to function more creatively. When new information is

added to static, stable system, the information becomes frozen and unusable.

On the other hand, if the system is too chaotic, the new information gets lost.

Therefore, creative transformation whether biological, psychological, or

organizational is believed to occur when a system is functioning in between

the two extremes (Marion 1999). System must be operating at the edge of

chaos in order for self-organization to occur.

Theory of Quantum Mechanics

The word quantum refers to quantity of something while mechanic

refers to the science of motion and force. Shelton (1999) sees quantum

mechanics as the study of sub-atomic particles in motion. It studies the

behavior of electrons, protons, neutrons and hundreds of smaller particles

called parts quarks. At the subs atomic levels, particles do not move in a

continuous manner, rather they make unexpected and unexplainable quantum

leaps. Quantum concepts have recently been applied to organizational

behavior.

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Recent research in psychology and biology suggest that human

beings are indeed quantum beings. Even though people are material beings

whose physical bodies are subject to Newton‟s laws of classical physics,

There is also an invisible, non material dimension (refers to as the mind,

consciousness or spirit) whose functioning may be affected by quantum

principles. (Dyer1995, Kilmal 2001, Shelton 1999).

The three „new science‟ theories; quantum mechanics, chaos theory

and complexity theory all characterized the universe as a dynamic,

unpredictable, subjective, self-organizing system rather than a static,

predictable, objective machine. From this perspective change is a catalyst for

evolution and the basic operating principle of all living system. Change

involves conflict which in some cases gives those involved an opportunity to

integrate their beliefs with others who have different ones. This may lead to

a higher level of personal and organizational functioning.

Managers have typically felt uncomfortable with conflict, attempting

to avoid it whenever possible or rigidly managed it in situation where it is

impossible to avoid. However a different view of conflict management

emerges from the new sciences. According to Hellriegel, Slocum and

Woodman (1995) new science managers recognize that, in many instances

conflict is both healthy and necessary, hence instead of keeping peace at all

cost, they embrace it appropriately. In the researcher‟s own perspective,

conflict is not always healthy and necessary in all cases but then, managers

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should not under rate the disruptive effects of unmanaged conflicts.

Therefore a school principal is not expected to shy away from conflict but to

accept it as opportunity for transformation. Conflict is the precursor of

change, change leads to adaptation and adaptation leads to transformation.

Paradigm shift

The early approach to conflict management was based on the

assumption that every conflict is bad and would always be counter

productive to organizational goals. Hence conflict should be avoided,

prevented and eliminated by all means. This was the traditional or classical

model view that dominated management thinking from the late nineteenth

century up to the late 1930s. From this perspective conflict occurs as a result

of malfunctioning individuals or organizations, therefore in order to resolve

conflict, problems must be identified, causes must be analyzed and those

people or situation contributing to the conflict must be fixed. (Kilmann and

Thomas 1978) this mechanistic view approached conflict resolution as a

logical linear process.

In the 1950s, the human relations view or behavioral approach took

the lead and replaced the earlier traditional view. This viewpoint argued that

conflict was a natural and inevitable occurrence in any organizational setting,

hence it must be accepted and managed. According to Nurmi and Darling

(1997) it was during this era that management literature introduced the term

conflict management.

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Since the mid – 1970s a new position of organizational conflict has

emerged. Robbins (2001) termed this position the interactionist view. This

perspective moves beyond accepting conflict to actually encouraging

conflict. In the words of Robbins (2001:385) “a harmonious, peaceful,

tranquil and cooperative group is prone to becoming static, apathetic and non

responsive to the needs for change”. However, it is a known fact that

encouraging conflict have not always led to higher organizational

functioning as many families and organizations have been destroyed by

conflict. By implication it is necessary for managers (principals) rather than

shying away from conflict totally should rather interject a minimum level of

conflict to maintain optimal level of organizational performance.

The advent of the new science theory challenged Fayol‟s management

skills of planning, organizing, directing and controlling though people still

rely on them. Shelton and Darling (2003) contended that in a complex world

of continuous change, these skills are rapidly becoming obsolete. They

argued that these skills were formulated for life in simpler times, when

organizations were viewed as stable entities that functioned in a logical,

linear, predictable manner. A manager‟s ability to plan, organize, direct and

control is increasingly compromised. The new sciences provide the

conceptual foundation for a new management skill, set-a set of skills that can

enable managers not only to see conflict from a new perspective, but to

respond to conflict in new ways. These skills according to Shelton (1999) are

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called quantum skills not solely because they are derived from key

principles of the new sciences but, more importantly, because they require a

quantum leap into a new management paradigm. They include quantum

seeing, quantum thinking, quantum feeling, quantum knowing, quantum

acting, quantum trusting and quantum being.

Quantum seeing is defined as the ability to see intentionally. When

conflict occurs for instance in a school setting, the principal must explore his

own assumptions about those in conflict and search for the underlying

intentions that are creating the conflict. Each party must then come to

recognize the relationship between individual thought process and

perceptions and then set clear intentions for positively resolving the

situation.

Quantum thinking refers to the ability to think paradoxically. Shelton

and Darling (2003) stated that attempts at conflict resolution typically bring

the participants face to face with the power of paradox. Often each party‟s

desired solution appears to be in complete disagreement with the other‟s,

which makes resolution difficult. Hence the leader requires finding

acceptable solution to divergent points of view. In this case the principal

needs the right brain to gather up seemingly opposite ideas and merge them

into highly creative solution.

Quantum feeling involves the ability to feel vitally alive. This is based

on the premise that human beings are composed of the same energy as the

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rest of the universe is. While negative emotions like frustration, fear,

anger and stress decreases human energy, positive emotions like love, care,

compassion and appreciation increases human energy. Principals as school

managers desire good health and vitality, but too often they experience dis –

ease in the guise of conflict. The skill of quantum feeling therefore enables

them to feel good internally regardless of what happens externally. They

should focus on the positive aspects of all events and see negative events

from a positive perspective.

Quantum knowing is defined as the ability to know intuitively. Those

using this skill intentionally create a climate of mindfulness. The skill

focuses on staying mindful or aware of the organizational environment.

Shelton and Darling (2003) opined that new science managers would

develop their own intuitive skills by integrating times of daily reflection and

contemplation in to their busy routines in order to bring more wisdom and

understanding to the conflict around them.

Quantum acting refers to the ability to act responsibly. This skill is

based on the premise that every thing in the universe is a part of a complex

whole in which each part is influenced by every other part. In a school

setting, the principal‟s thoughts affects the entire school organization, hence

any principal who wants to encourage more creative responses to conflict

must himself model such behavior.

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Quantum trusting is based on the ability to trust life processes. It is

derived from chaos theory, which demonstrates that chaos is the catalyst that

creates the disequilibrium necessary for system evolution. Without chaos

organization will be stagnant and if left alone will return to non chaotic state.

Hence managers should just participate without attempting to actually

manage the course of resolution because the organization will eventually self

organize. In other words conflict is bound to erupt in the school organization

for it to function effectively and when it does, principals should allow it to

transform the school setting

Quantum being has to do with the ability to be in a relationship. It is

the ability to literally become so connected to another that one can see the

world through the others eyes. This skill provides a foundation for both

principals and teachers to learn from and understand each other in a school

setting. It is a relationship of continuous learning.

From the foregoing discussion one can rightly assert that quantum

skills fully imbibed by principals of secondary schools make for efficiency

and effectiveness in their administration. The acquisition of such skills

enables them to introduce and model new responses to conflict, creating the

right degree of disequilibrium for organizational transformation. They

perceive conflict not only as being essential but giving all involved

opportunity to integrate their beliefs with others who have very different

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ones and by so doing, a higher level of personal and organizational

functioning emerges.

Quantum skills required principals of secondary schools to play the

role of change masters, changing themselves and the school organization

from the inside out. According to Shelton (2003) change masters will

transform their static, mechanistic workplaces into fluid dynamic quantum

organizations – organization poised to the edge of chaos, creatively and

constructively harnessing the transformational power of conflict. By

implication principals perceive conflict as opportunity to welcome divergent

view points that would improve their performances and better the school

organization.

Review of Empirical Studies

(1) Studies on Conflict Management

Ayodele and Adewumi (2007) carried out a study on the incidence and

management of conflicts in secular and non-secular institutions in south west

Nigeria. The purpose of the research was to compare the incidence and

management of conflict in secular and non secular tertiary institutions in

south western Nigeria. It was a descriptive survey research design. The

sample of the study was sixty staff and two hundred and forty students

randomly selected, each from two secular and two non-secular institutions in

South Western Nigeria. The instrument for the study was a validated

questionnaire. Data colleted with the instrument were analyzed using

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frequency counts and percentage. In addition a t-test and Pearson

moment correlation statistics were used to test the hypotheses. The findings

revealed that conflict is common to both secular and non secular tertiary

institutions. It was also revealed that there was no significant difference in

the conflict management strategies adopted by the authorities of both secular

and non secular institutions.

The study is very significant to the present study because, it will direct

its focus to the inevitability of conflict even in non secular institution. This

will therefore increase the principals‟ capacity in learning and equipping

themselves with the various strategies which will make for effective conflict

management in their schools.

Oti, (2007) carried out a research on appraisal of principals‟ conflict

management procedures in Secondary Schools in Enugu State. The purpose

of the study was to make an appraisal of principals‟ conflict management

procedures in Secondary School administration. The descriptive survey

research was adopted in the study. A sample of one thousand, one hundred

and twenty teachers from a population of eight thousand and thirty nine staff

in all the two hundred and eighty public Secondary Schools in Enugu State

was involved in the study. A 33-item four point rating scale questionnaire

titled “Teachers‟ questionnaire on conflict management Appraisal”

(JQOCMA) was used for the study. The z-test analysis was used as a

statistical tool. The findings of the study showed that dialogue, arbitration

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and negotiation are procedures frequently used by Secondary School

principals in managing conflict. There is significant difference between the

urban and rural teachers‟ views on leadership styles that could enhance

conflict management by school principal. The effectively used procedures as

perceived by teachers are arbitration, dialogue and neglect. The principals‟

leadership style that could enhance conflict management in school is

democratic style.

This study is significant to the present study because it revealed the

common conflict management strategies used by secondary school principals

which have not been very effective. It is the intention of this research work

to fill such gap by bringing into focus the use of new science approach to

conflict management.

Ikoya and Akinsende (2009) carried out a study on Variability pattern

in conflict management strategies among school administrators of secondary

schools in Nigeria. The purpose of the study was to examine the current

management strategies adopted by school administrators for resolving

conflicts with a view to determining the extent to which these actors agree on

conflict management procedures.

The researcher adopted ex post facto design for the study. The

population of the study comprised all twenty one thousand nine hundred and

thirty two principals of public and private secondary schools and two

hundred and ninety eight thousand, seven hundred and seventy four teachers

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of public and private secondary schools in Nigeria. The instruments used

for the research were interview and questionnaire A 20 item questionnaire

was developed from an earlier instrument used for similar study (Ikoya

2005) on management of secondary school conflict. The statistical tools used

include mean, standard deviation and chi square. The result show that clear

disparity exist between sampled groups in a majority of the tested variables

of avoidance, forcing and bribing, but a clustering pattern, indicating group

consonance was observed in the application of bargaining method,

The study is significant to the present research in that it revealed the

disparity in conflict management strategies among school administrators

which suggests disparity in their leadership styles. It is the intention of the

present study to direct the attention of school administrators to

transformational leadership style and its application in the management of

conflicts in school system.

(2) Studies on leadership styles

Rejas, Ponce, and Almonte, (2006) carried out a study on the influence

of Transformational and Transactional leadership styles in small companies

in North Chile. The purpose of the study was to find out whether or not

leadership styles influences the performance of small firms. The design of

the study was a descriptive survey. The population of the study was three

hundred and eighteen managers from small organization in the Tarapaca

region in the North of Chile out of which ninety six managers were used.

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The statistical tools used were t-test, a multiple linear regression model

and Pearson correlation matrix. The findings showed that there was positive

and significant correlation between effectiveness and transformational

leadership style. There was negative and significant correlation between

effectiveness and transactional and laissez-faire leadership styles. There was

dominance of the transactional leadership style over transformational and

laissez fair style. Leadership styles influence the effectiveness of the small

companies studied. This influence is positive in the case of transformational

and negative in the case of transactional and laissez faire leadership styles.

This study is relevant to the researcher‟s study because it tries to

underscore the effect of leadership style on organizational success. It will

help to expand the horizon of this research on the effectiveness of

transformational leadership style in attaining school goal.

Crawford (2004) carried out a study on transformational leadership,

innovation and knowledge management. The purpose of the study was to

investigate the relationship between innovation, transformational,

transactional and lasseiez faire leadership and knowledge management. The

study adopted a correlation survey research design. The population of the

study was one thousand and forty six students taking classes in non

traditional graduate degree programme. The instruments used were

knowledge management inventory (KMI) and multifactor leadership

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questionnaire (MLQ). Data collected were analyzed using multiple

regressions.

The findings of the study showed that the combined model of

innovation and transformational leadership significantly predicted

knowledge management. Knowledge management was negatively related to

lasseiez faire and was not related to transactional leadership. Crawford‟s

study is related to this study because it is a correlation study. As the study

investigated the relationship between leadership style and knowledge

management, in the same vein the present research is aimed at investigating

the relationship between transformational leadership style and conflict

management. It therefore throws more light on the design and statistical

analysis involved in correlation study. The study also suggests that

leadership styles can be correlated with salient components in

administration.

Rice (1993) carried out a study on transactional and transformational

leadership: an analysis of male and female leadership styles in Delaware

public schools. The purpose of the research was to determine whether

transformational and transactional leadership styles differ on the basis of

gender within the school administrative population in Delaware and (b) to

measure the differences in the perception of organizational out come

accomplishment between administrators and teachers as well as those

associated with leader gender. The design of the study was not indicated.

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The population of the study consists of 48 school base administrators and

two hundred and forty elementary and secondary school teachers. The

instrument used for the research was a multi factor leadership questionnaire

(MLQ), self rater and subordinate rater forms. Data collected with the

instrument were analyzed using multivariate analysis of variance

(MANOVA) techniques.

The result indicated that there was no gender difference in the

perception of leadership style as measured by the multi factor leadership

questionnaire. Cross gender ratings demonstrated that scores varied with the

gender of the leader in terms of organizational outcome. Transactional and

transformational leadership do not differ on the basis of gender within school

administrative population in Delaware.

The study helps to clarify the misconception on disparity of leadership

effectiveness as a result of gender distinction. It therefore relates to the

present study in that gender distinction would not bias the findings that

would be made.

(3) Studies on Leadership styles and conflict management.

Hendel, Fish and Galon (2005) carried out a research on leadership

style and choice of strategy in conflict management among Israeli Nurse

Managers in General hospitals. A cross sectional design was used for the

study. The purpose of the study was to identify conflict mode choices of

head nurses in General Hospitals and examine the relationship between

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leadership style and choice of strategy in handling conflict and

demographic characteristics. The population of the study comprised all

Israeli nurse managers (number not stated). The sample for the study was

sixty head nurses in 5 General Hospitals in central Israel. The instruments

used for the study include survey using a 3 part questionnaire from (a)

Thomas Killman conflict mode instrument (TKI) (b) Bass and Avolio

Multifactor leadership questionnaire (MLQ) and (c) Social demographic

data. The statistical analysis involved includes mean, mode, quartile,

percentages and standard deviation and multivariate analysis of variance

(MANOVA). The findings revealed that head nurses perceived themselves

significantly more as transformational leaders than transactional leaders.

Compromise was found to be the most commonly used conflict management

strategies. Approximately half of the nurses‟ survey used only one mode of

conflict management. Transformational leadership significantly affects the

conflict management chosen.

The study is relevant to the present research in that it highlights how

leadership styles affect choice of strategy in conflict management. As a

backdrop the present research now relates same to the school setting to find

out if it will yield the same result.

Katz (1977) sought to demonstrate a correlation between the type of

conflict displayed (task or relationship) and the type of leadership displayed

(consideration or initiating structure). Consideration leadership involves the

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attention to individual needs and feelings while initiating structure

focuses on bringing structure to the task at hand. The study used both a

survey and an experimental design. A sample of forty male students of

unknown age and unstated population were hired for a short task and

randomly assigned to groups. The groups comprised of both confederated

leaders and members who stimulated both types of conflict and both

leadership styles. The statistical analysis used was not indicated. The

findings show that structured leadership was positively correlated with

performance when high interpersonal conflict was present. Ironically the

findings also showed that group members‟ preference for structured

leadership were down when interpersonal conflict was high. These findings

suggest that the preferred leadership style in conflict depended on whether

the over riding concern is employee preference or group preference.

“Katz‟s study is related to the present study in that it highlights the

effects of group conflict on leadership style. The present study therefore uses

that as a benchmark to relate each component of transformational leadership

to the management of such conflicts.

Kotlyar and Karakowsky (2006) carried out a study on the influence

of leadership styles on group conflict. The purpose of the study was to find

out how three leadership styles affected the emergence of group conflict:

transactional transformational and external leadership. It was a descriptive

survey research design. The population for the study comprised two hundred

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and eight undergraduate students randomly assigned to sixty nine

decision making groups. Measurements were taken of cognitive and

affective conflict and questionnaire was used after deliberations. The

statistical analysis used was not indicated. The findings showed that

transformational leadership was more effective in generating cognitive

conflict than the other two leadership styles. Transactional leadership was

found to generate lower levels of affective conflict than transformational

leadership. Based on these findings the authors suggested that

transformational leadership may serve as a double edged sword when

attempting to deal with group conflict. This study is related to the present

research as it throws more light on the influence of leadership styles on

conflict. This research uses it as a bench mark to ascertain the extent of

relationship between a particular leadership style and conflict management.

Summary of Literature Review

The review carried out on related literature show that; Conflict is

inevitable in every human organization. Leadership styles of a leader makes

or mars an organization. How effective a leader is, in managing conflict in

organization determines how smoothly such organization is run. Literature

equally shows that principals of secondary schools in Nigeria in general do

not manage conflict effectively. It equally attributed inability to manage

conflict effectively to poor leadership styles. It was also discovered that

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transformational leadership style yields a lot of dividend when properly

adopted by a leader in his administration.

Transformational leadership style agreed with the new science

approach to modern organizational management and its quantum skills

meant to suit organizational changes. However, literature did not show any

evidence of the application of transformational leadership style in Nigerian

secondary schools. Thomas- Kilmann famous conflict management mode

was not used by principals of secondary schools in conflict management.

There was no evidence from literature on the application of leadership styles

in conflict management of principals in Nigerian secondary schools.

From these findings it is clear that a gap exists mainly in the area of

the application of transformational leadership style in conflict management.

The literature talked mostly on principal‟s use of Grit theory, dialogue and

confrontation in conflict management. Again most of the studies that dwelt

on leadership styles and conflict management modes are foreign based.

The obvious conclusion is that literature is inconclusive on the

relationship that exists between transformational leadership style and conflict

management in school setting. This leaves a gap which this study aims to

address.

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CHAPTER THREE

RESEARCH METHOD

This chapter describes the procedure of the study along the following

lines: the design, area of study, population, sample and sampling techniques,

instrument for data collection, validation of the instrument, reliability of the

instrument, method of data collection and methods for data analysis.

Design of the Study

The study is a correlation survey. According to Nworgu (2006),

correlation survey is the design for establishing the extent of relationship or

association between two or more variables. This study is meant to find out

the relationship between transformational leadership style and conflict

management in secondary schools.

Area of Study

The study was carried out in Imo State of Nigeria. Imo State is made

up of six education zosnes which include Orlu 1 and 2, Owerri 1and 2 and

Okigwe 1 and 2 consisting of twenty-seven, local Government Education

Authorities. Imo State is characterized by educationally ambitious citizens,

which explained why a greater percentage of the population is academically

oriented. However, there have been cases of conflicts among the political

class which have generated feelings of insecurity among the populace. An

address by the governor of the state Chief Ohakim on May 6, 2008 was clear

evidence that the politically motivated crimes and violence in the state

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portrayed the government as incapable of maintaining peace and security.

The educational setting is not left out; there are cases of militants sneaking

around higher institutions instigating crises and clashes between students and

their host communities as stated by the governor. There are also incidents of

kidnapping involving principal of secondary school and her deputy in the

state, clashes between students and school authority, principal and staff

among others. This situation elicited the need to establish a relationship

between transformational leadership style and conflict management with a

view to applying such leadership style for effective conflict management in

secondary schools.

Population of the Study

There were two sets of population used for the study namely: the

subjects under study (principals) and those that were used to asses the

subjects (teachers). Hence the target population for this study comprises six

thousand, nine hundred and ninety-nine staff in all the three hundred and

thirteen public secondary schools in Imo State consisting of six hundred and

twenty two principals and six thousand three hundred and seventy seven

teachers. The choice of public school was based on the fact that they have

higher numerical strength and government plans and policies are more

binding on them than on private schools. The population distribution

according to senatorial zones, principals and teachers are shown in appendix

A.

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Sample and Sampling Technique

The sample sizes for the study comprises one hundred and twenty four

principals and one thousand two hundred and seventy seven teachers. For

each of these two sets of samples, 20% of the population was drawn using

proportionate stratified random sampling according to the education zones.

This is in line with Boll and Gall in Uzoagulu (1998) who suggested a

sample of 20% for a population up to 1000 and 5% for a population up to

10000. The proportionate representation of teachers who rated the principals

in each of the zones is shown in appendix A. The teachers supplied

information on the principals leadership style and conflict management. The

decision to use only teachers for the study was based on the fact that they are

in the better position to rate their principals‟ leadership style and conflict

management. It is being argued that principals may not give sincere report if

they are asked to rate themselves.

Instrument for Data Collection

The instrument for was a set of two questionnaires from two

standardized instruments: transformational leadership style questionnaire

(TLSQ) adapted from the Multifactor Leadership Questionnaire (MLQ)

(Bass and Avolio, 2000a) and Conflict Management Questionnaire (CMQ)

adapted from literature on conflict resolution/management

(http://academic.engr.arizona.ed/vjohnson.asp). The original instruments

from were both questionnaires were adapted are presented in appendices C

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and D for TLSQ and CMQ respectively. The modifications were made on

the initial part of the questionnaires and on the responses so as to address the

respondents of the study. It is meant to suit the culture and the environment

of the area of study which differs from that of the standardized instrument.

Transformational leadership style questionnaire (TLSQ) has five

items in each of these clusters: charisma or idealized influence, inspirational

motivation, intellectual stimulation and individualized consideration making

a total of 20 items. The questionnaire for conflict management (CMQ)

comprises 25 question items in a single cluster. Each of the Questionnaires

has a four (4) point response options, namely: Frequently=Fr, Fairly often =

Fo, Sometimes = Sm, Rarely = R, for Transformational Leadership Style

Questionnaire (TLSQ). And Definitely True = DT, True = T, Tends to be

true = TT, Not true = NT, for Conflict Management Questionnaire (CMQ).

The weight assigned to each scale was: Frequently 4; Fairly often 3;

Sometimes 2; Rarely 1.for (TLSQ). Definitely True 4, True 3, Tends to be

true 2, Not true 1. for (CMQ).

Validation of Instrument

To establish the validity of the instrument, the initial draft was

subjected to face validation by three experts, two from the Department of

Educational Foundation and one from Measurement and Evaluation unit in

Faculty of Education all from the University of Nigeria, Nsukka. To guide

the validators, the researcher provided information on the specific purposes

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of the study, the research questions and hypothesis that guided the study.

The experts were required to asses the instrument with regard to the

relevance and adequacy, language and comprehensiveness of the items. The

suggestions and recommendations made by these experts were reflected in

the final drafting of the questionnaire. The self rater questionnaire meant for

the principals was equally with held (see appendices E and F for the initial

and final draft respectively).

Reliability of the Instrument

The instrument for the study was trial tested in Ihiala LGA of

Anambra state to generate data for the establishment of relevant reliability

indices. Cronbach Alpha was used to establish the internal consistency

reliability of the instrument comprising of TLSQ and CMQ, using Statistical

Package for Social Science version 6.00 (SPSS).The reliability co-efficient

of each component of the transformational leadership style yielded; charisma

0.92, inspirational motivation 0.61, Individual consideration 0.85 and

Intellectual stimulation 0.62., 0.93 for the entire Transformational

Leadership Style Questionnaire (TLSQ) and 0.92 for Conflict Management

Questionnaire (CMQ). The total reliability of 0.93 for TLSQ and 0.92 for

CMQ were considered high enough for the study. (See Appendix G)

Method of Data Collection

The researcher involved two research assistants in the administration

of the questionnaires in addition to herself. These assistants were educated

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on what to do when they get to the field, how to distribute the

questionnaires and when and how to collect the questionnaires. The

researcher provided an introductory letter for each sampled school which

solicited the cooperation of the staff in filling the questionnaire. In each case

teachers were instructed on how to fill the document. Teachers were

instructed by the researcher to obtain confirmatory letter with the school

stamp as an evidence to show that the principals were actually rated by them.

They were given a time frame of two weeks which after the questionnaires

were retrieved. The total amount of questionnaires distributed to teachers in

the sixty-three sampled schools was one thousand two hundred and seventy-

seven (1277) copies; however the researcher was able to recover nine

hundred and fifty-seven (957) copies out of which only nine hundred (900)

copies (70.6%) were error free.

Method of Data Analysis

Pearson Product moment correlation co-efficient was used to interpret

the data on research questions 1 to 5 which seek to find the extent of

relationship between transformational leadership style and conflict

management, in accordance with the recommendation of Nwana (1982) as

follows.

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Interpretation of correlation coefficient

Correlation coefficient ® Interpretation

0.80-1.0 Very High Relationship

0.60-0.80 High Relationship

0.40-0.60 Medium Relationship

0.20-0.40 Low Relationship

0.00-0.20 Very Low Relationship

Source: Nwana, O. C (1982) Introduction to Educational Research;

Ibadan, Heinemann Educational Books (Nig) Ltd. P.309.

The significance of the correlation coefficient, r as given by computer

analysis using statistical package for social science version 6.00 was used to

test hypothesis 1 to 5 to establish whether there is significant relationship

between transformational leadership style and conflict management of

principals in Imo State Secondary Schools (see appendix H)

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CHAPTER FOUR

PRESENTATION OF RESULTS

The results of the study are presented and described in the tables

according to the research questions and hypotheses of the study.

Research Question One What is the relationship between idealized

influence component of transformational leadership style and conflict

management of principals in secondary schools in Imo State?

Table 1

Correlation coefficient ® of the relationship between idealized influence

component of transformational leadership style and conflict management of

principals in secondary schools in Imo State.

Variables N r Interpretation

Idealized influence 900 0.52 Medium Relationship.

And conflict

Management

As shown in table 1 above, the correlation coefficient, r, between idealized

influence and conflict management of principals of secondary schools in Imo

State is 0.52. This value according to Nwana (1982) is interpreted to mean

medium relationship. In other words, the relationship between idealized

influence and conflict management of principals in Imo State appears to be

on the average. Thus to an average extent, the higher the idealized influence

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component of transformational leadership, the higher the conflict

management of principals would be.

In order to further ascertain whether the observed relationship between the

idealized influence component of transformational leadership style and

conflict management of principals is actual relationship or due to chance

error, the following hypothesis is tested:

Hypothesis 1: There is no significant relationship between the ratings of

idealized influence component of transformational leadership style and

conflict management of principals in secondary schools in Imo State.

Table 2

Pearson product moment correlation analysis of relationship between

idealized influence and conflict management of principals in Imo State.

variables N R Significance of r Significance @

0.05

Idealized

influence

and conflict

management

900 0.52 0.000 Significant

Data in Table 2 above shows that the correlation coefficient r in respect of

the relationship between the mean score of idealized influence and conflict

management of principals in secondary schools in Imo State is 0.52 which is

significant at 0.000. In other words, since it is significant at 0.000 which is

lower than 0.05, it is equally significant at 0.05. This then implies that the

null hypothesis of no significant relationship between idealized influence and

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conflict management of principals in Imo State is rejected. Thus there is a

significant relationship between idealized influence component of

transformational leadership style and conflict management of principals in

secondary schools in Imo State.

Research Question 2

What is the relationship between inspirational motivation component of

transformational leadership and conflict management of principals in

secondary schools in Imo State?

Table 3

Correlation coefficient ® of the relationship between inspirational

motivation and conflict management of principals in Imo State.

Variables N r Interpretation*

Inspirational motivation and

conflict management

900 0.30 Low Relationship

In table 3 above, it is shown that the correlation coefficient, r, between

inspirational motivation and conflict management of principals in Imo State

is 0.30. This value has been interpreted to mean low relationship (Nwana,

1982). From the result, it appears a low relationship exists between

inspirational motivation and conflict management of principals in secondary

schools in Imo State. This suggests that to a low extent, the lower the

inspirational motivation, the lower the conflict management of principals and

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the higher the inspirational motivation the higher the conflict

management of principals.

In order to further verify whether the above observed relationship

between inspirational motivation component of transformational leadership

style and conflict management is certain or due to chance or error, the

following hypothesis is tested.

Hypothesis 2: There is no significant relationship between the ratings of

inspirational motivation component of transformational leadership style and

conflict management of principals in secondary schools in Imo State.

Table 4

Pearson product moment correlation analysis of relationship between

inspirational motivation and conflict management of principals.

Variable N r Significance

of r

Significance

@ 0.05

Inspirational

motivation

and conflict

management

900 0.30 0.003 Significant

Data in table 4 above shows that the correlation coefficient r in respect of the

relationship between the scores of inspirational motivation and conflict

management of principals in Imo State is 0.30 which is significant at 0.003.

If it is significant at 0.003, this means that it is also significant at 0.05 which

is higher than 0.003. This implies that the null hypothesis of no significant

relationship between inspirational motivation and conflict management of

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principals is rejected. Hence there is a significant relationship between

inspirational motivation component of transformational leadership style and

conflict management of principals in secondary schools in Imo State.

Research Question Three What is the relationship between intellectual

stimulation component of transformational leadership style and conflict

management of principals in secondary schools in Imo State.

Table 5

Correlation coefficient ® of the relationship between intellectual

stimulation and conflict management principals in Imo State.

Variables N r Interpretation

Intellectual stimulation and

conflict management

900 0.01 Very low Relationship

Results in table 5 above indicate that the r between intellectual stimulation

and conflict management of principals in Imo State is 0.01. According to

Nwana (1982). The value of 0.01 is within the correlation coefficient range

of 0.00 – 0.20, which is interpreted as very low relationship. In other words,

the relationship between intellectual stimulation and conflict management of

principals of secondary school is very low. This implies that to a very low

extent the more the intellectual stimulation the more the conflict

management and the lower the intellectual stimulation the lower the conflict

management of principals in secondary schools in Imo State.

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In order to determine whether the above observed relationship

between intellectual stimulation and conflict management is actual

relationship or due to chance or error, the following hypothesis is tested:

Hypothesis 3: There is no significant relationship between the scores of

intellectual stimulation and conflict management of principals in secondary

schools in Imo State.

Table 6

Pearson product moment correlation analysis of relationship between

intellectual stimulation and conflict management of principals.

variables N r Significance

of r

Significance

@ 0.05

Intellectual

stimulation

and conflict

management

900 0.01 0.101 Not

significant

Data in table 6 shows that the correlation coefficient r, in respect of the

relationship between intellectual stimulation and conflict management of

principals in Imo State is 0.01 which is not significant at 0.101. Since the

value 0.101 is higher than 0.05, it is not significant. This implies that the null

hypothesis of no significant relationship between intellectual stimulation and

conflict management of principals in secondary schools in Imo State in

accepted.

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Research Question Four: What is the relationship between

individualized consideration component of transformational leadership style

and conflict management of principals of secondary schools in Imo State?

Table 7

Correlation coefficient ® of the relationship between individualized

consideration and conflict management of principals in Imo State?

Variables N r Interpretation

Individualized consideration

and conflict management

900 0.23 Low Relationship

As shown in table 7 the correlation coefficient, r, between individualized

consideration and conflict management of principals in Imo State is 0.23.

This value according to Nwana (1982) is interpreted to mean low

relationship. This implies that, the relationship between individualized

consideration and conflict management of principals in Imo State appears to

be low. Thus to a low extent, the higher the individualized consideration, the

higher the conflict management and the lower the individualized

consideration, the lower the conflict management of principals of secondary

schools in Imo State would be.

To ascertain the objectivity of the above relationship between

individualized consideration and conflict management the following

hypothesis is tested:

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Hypothesis 4

There is no significant relationship between the mean score of individualized

consideration and conflict management of principals in secondary schools in

Imo State.

Table 8

Pearson product moment correlation analysis of relationship between

individualized consideration and conflict management of principals in

Imo State.

variables N r Significance

of r

Significance

@ 0.05

Individualized

consideration

and conflict

management

900 0.23 0.000 Significant

Table 8 above shows that the observed value in respect of the relationship

between the scores of individualized consideration and conflict management

of principals in Imo State is 0.23 which is significant at 0.000. In other

words, since it is significant at 0.000 which is lower than 0.05. It then means

that it is equally significant at 0.05. Hence the null hypothesis of no

significant relationship between individualized consideration and conflict

management of principals is rejected. Therefore there is a significant

relationship between the individualized consideration component of

transformational leadership style and conflict management of principals in

secondary schools in Imo State.

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Research Question Five: What is the relationship between all the

components of transformational leadership style and conflict management of

principals in secondary schools in Imo State.

Table 9

Correlation coefficient ® of the relationship between overall

transformational leadership styles and conflict management of

principals in Imo State.

Variables N r Interpretation

Overall transformational

leadership style and conflict

management

900 0.34

Low relationship

In table 9 above, it is shows that the correlation coefficient r, between overall

transformational leadership style and conflict management of principals in

secondary schools in Imo State is 0.34. This value according to Nwana

(1982) is interpreted to mean low relationship. In other words the

relationship between overall transformational leadership style and conflict

management of principals in Imo State appears to be low. Thus, to a low

extent, the higher the over all transformational leadership style the more

effective the conflict management and the lower the over all transformational

leadership style the less effective the conflict management of principals in

secondary schools in Imo State

In order to further establish whether the above observed relationship

between overall transformational leadership and conflict management of

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principals is a substantial relationship or due to error, the following

hypothesis is tested:

Hypothesis 5 State Significant relationship does not exist between all the

components of transformational leadership style and conflict management of

principals in secondary schools in Imo State

Table 10

Pearson product moment and correlation analysis of relationship

between transformational leadership style conflict management of

principal in Imo State.

Variables N r Significance of r Significance @

0.05

Overall

transformational

leadership style and

conflict management

900 0.34 0.020 Significance

It is shown in table I0 above that the observed value in respect of the

relationship between the overall transformational leadership style and

conflict management of principals in Imo State is 0.34 which is significant at

0.020 since 0.020 is less then 0.05 this means it is equally significant at 0.05.

The implication is that the null hypothesis of no significant relationship

between the over all transformational leadership style and conflict

management of principals is rejected. In other words there is a significant

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relationship between the overall transformational leadership style and

conflict management of principals in secondary schools in Imo State.

Summary of Findings

The major findings of this study were:

(1) There was a significant relationship between idealized influence and

conflict management.

(2) There was a significant relationship between inspirational motivation

and conflict management.

(3) There was no significant relationship between intellectual stimulation

and conflict management.

(4) There was a significant relationship between individualized

consideration and conflict management.

(5) Transformational leadership style was significantly related to conflict

management of principals of secondary schools in Imo state.

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CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSION, IMPLICATIONS,

RECOMMENDATION AND SUMMARY

This chapter presents the discussion of the findings in line with the

research questions and null hypotheses under the following sub headings:

idealized influence and conflict management, inspirational motivation and

conflict management, intellectual stimulation and conflict management,

individualized consideration and conflict management, transformational

leadership style and conflict management.

Idealized influence and conflict management.

The findings of the study showed a significant relationship between

idealized influence and conflict management of principals of secondary

schools in Imo state. This result lend credence to the assertions made by

Bass (1990), Bass and Avolio (1994) and Tichy and Davenna (1998). They

contended that idealized influence which comprises idealized behaviors and

attributes specify the importance of having strong sense of purpose and

display a sense of power and confidence which enable leaders to demonstrate

effective control over uncertainties and crises in organization. Supporting

this notion LX Consultant (2008) stated that those with idealized influence

express confidence in the face of crises. In other words, school principals

who display sense of power and confidence are usually brave in the face of

challenges. This equips them with the fortitude to manage conflicts which

are unavoidably present in the school setting.

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The finding also corroborated with Shelton and Darling (2004)

quantum acting which is premised on the quantum concept of inter

connectivity and its bye product of non local causation. They stated that,

everything in the universe is a part of a correlated, complex whole in which

each part influences and is influenced by every other part. Hence the school

principal‟s thoughts affect the entire school system (teachers, students, non-

tutorial staff and PTA members).

This principle is of the view that if managers want their associates to

demonstrate new ways of viewing and responding to conflict, they begin by

modeling this new perspective. In the same vein leaders with idealized

influence are role models of their organizations and they model those

behaviors which encourage creative responses to conflict. For instance a

school principal who abhors antagonism will not scold his teachers in the

presence of the students. This implies that the principal‟s leadership behavior

has great influence on that of his subordinates. A principal with poor

leadership behavior cannot manage conflict effectively even in the presence

of the required human and material resources. For this reason, the behavioral

theory of leadership determines leadership effectiveness in line with the

leader‟s behavior.

Homrig (2001) had earlier contended that idealized influence is

characterized by high moral and ethical standards and that the trust for both

leader and followers is built on strong moral and ethical foundation. This

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assertion is consistent with Iyang (2008) who discovered that high ethical

standard is a parameter for effective management of human resources

whereas ineffective control and coordination of human resources leads to

dysfunctional conflict.

The management of human resources has been proved as the most

difficult task faced by administrators (Skjorhammer 2001) and the present

study has shown a positive relationship between high ethical standard

(idealized influence) and conflict management (management of human

resources). Armed with high moral and ethical standard, school principals

would be in the position to instill a sense of discipline into the staff and

students and in turn handle effectively any conflicting situation in his school.

In other words leaders who lack strong moral and ethical standard hardly

deal with the dissonance and rebelliousness inherent in human nature.

Merit (2003) stated that idealized influence (charisma) enhances

retention and staff satisfaction. It is normal for workers to have job

satisfaction and be retained in an organization where the leader is identified

with role modeling, high sense of purpose and high moral and ethical

standard. On the contrary, a leader who does not lead by example and is

known for moral decadence can hardly keep his subordinates happy talk less

of retaining them. The above assertions show that idealized influence is

instrumental to conflict management, hence the significant relationship that

exists between the two variables.

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Inspirational Motivation and Conflict Management

The finding from this study revealed a significant relationship between

inspirational motivation and conflict management. This finding is in

agreement with Merit (2003) who discovered that a transformational leader,

through inspirational motivation communicates the mission and vision of the

organization and empowers others to effectively resolve conflict that may

arise with change.

The modern organization is characterized with changes which include

among others unstable economic conditions, rapidly changing technologies,

workforce diversities and organizational structures. These changes breed

tension and stress which often lead to conflict. However, leaders with

inspirational motivation counter the followers‟ emotional resistance to

change (Nayab 2010). When such organizational changes are embraced,

people are encouraged to effectively resolve conflicts that emanate from

such changes for the good of the entire group.

Inspirational motivation involves the ability to articulate a compelling

vision of the future. Krishinan (2000) had earlier stated that envisioning

involves the translation of intentions into realities by communicating that

vision to others to gain their support. The inspirational motivational skill

possessed by a leader makes him communicate effectively. The role of

effective communication in conflict management has been appreciated by

Johnson and Holubec (1986), Ezegbe (1997), Obi (2004) among others. This

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is because lack of effective communication between the leaders and the

led has been identified as one of the major causes of conflict in any

organization. Hence in a school system where the school principal fails to

carry others along through effective communication, destructive conflict

would be the order of the day. Mc Crimmon (2008) argued that if one has

good content and integrity and can present a case for change with enough

enthusiasm to inspire people, one is likely to win them over than if ones

communication skill is sleep inducing.

Furthermore, most conflict arise as a result of organizational

expansion, but then, Iyang (2008) identified communication as a powerful

tool in the hands of managers to bind all members‟ together (size not

withstanding). It is used to inform, persuade, inquire and gain good will for

the organization.

Inspirational motivation can still be associated to conflict

management in the area of need. Nayab (2010) conceived that through

inspirational motivation, leaders elevate followers from low levels of needs,

focused on survival to higher levels related to love, learning and leaving of a

legacy. It is an established fact that when the needs and aspirations of

organizational members are not met by the organization, there is bound to be

conflict. That is why Ezegbe (1997) asserted that the satisfaction of Maslow

hierarchy of needs be included as one of the conflict management strategies.

Leaders through inspirational motivation manage need based conflict by

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inspiring subordinates to look beyond their present insignificant needs to

higher order needs of aspirations and expectations which will lead to self

actualization.

Furthermore, the significant relationship between inspirational

motivation and conflict management can be linked to its visionary abilities.

A leader with inspirational motivation articulates the organizational vision in

such a way that it eliminates role ambiguity. Deductively conflicts that

emanate from role ambiguity are eliminated. Tichy and Davenna (1986)

stated that a leader‟s visionary ability enables him to create a future state,

articulates it successfully and achieves such a state in question, underpinning

the capacity of vision articulation.

Intellectual Stimulation and Conflict Management

Findings from this study show that there is no significant relationship

between intellectual stimulation and conflict management of principals of

secondary schools in Imo state. Surprisingly, this result disagrees with most

researches on leadership and effective administration where intellectual

stimulation is seen as fostering effective management of the organization.

Intellectual stimulation has a lot to do with Shelton and Darling (2004)

quantum thinking and quantum feeling of the new science theories‟

strategies for effective management of modern organization. Quantum

thinking requires the leader to find acceptable solution to divergent points of

view and through such paradoxical thinking which involves intellectual

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stimulation; win-win solution is achieved in a conflict. Quantum feeling

which is based on the premise that the level of organizational conflict is

influenced by negative emotions pervasive in the business world requires

leaders to view even negative events positively. Leaders are meant to

challenge all parties in conflict to utilize creative, brain storming techniques

(intellectual stimulation) in an effort to construct win-win solution. However

the finding on this study seems not to support the assertion from the new

science theories.

Deutsh (1993) contended that team members who respond to conflict

collaboratively were linked with team effectiveness. Borisoff and Victor

(1998) stated that, in collaboration the manager utilizes the conflict to guide

the conflicting parties to address the obstacles faced by the organization.

However effective collaboration can not take place in the absence of

intellectual stimulation. Bass and Avolio (1994) argued that leaders with

intellectual stimulation re-examine critical assumptions to question, get

others to look at problems from many different angles and seek differing

perspectives when solving problems. This is in consonance with the

strategies of conflict management according to Hand (1974) and Obi (2004)

which include dialogue and confrontation, but the finding from this study

seem not to lend credence the above claims.

On the other hand, Doucet, Poitres and Chenevert (2009) discovered

that intellectual stimulation foster cognitive conflict, probably that might

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account for the non significant relationship between it (intellectual

stimulation) and conflict management. Again Bass (1985 and 1990) and

Dionne (2004) asserted that intellectual stimulation creates an environment

where questioning assumptions and inventing new uses for old processes

stimulate a healthy form of conflict though they did not relate it to its

management. One can rightly argue in such a condition that the divergent

ideas of organizational members might be ridden with selfish interests, hence

the inability to foster conflict management.

Oluremi and Victor (2009) had contended that reactions to conflict

can be productive or destructive. Productive reactions to conflict enable team

members to learn from disagreement while destructive reactions to conflict

emanate from team members‟ failure to learn from the conflict and their

difficulty in settling conflicts. Deductively the non significant relationship

between intellectual stimulation and conflict management can be attributed

to destructive reactions to conflict. LX Consultants (2008) had stated that

intellectually stimulating organizational leadership creates intellectual

energy, passion and stimulation, encourages reasoning before taking action

and increases awareness of existence of problems and how they can be

solved. From this finding one can state that though these skills help leaders

attain effectiveness they are independent of their conflict management

qualities.

124

Individualized Consideration and Conflict Management

Findings from the study show that there is a significant relationship

between individualized consideration and conflict management of principals

of secondary schools in Imo state. This result is in accord with Merit (2003)

who discovered that inter-personal skills (individualized consideration) of a

transformational leader enables him to deal with conflict management in

ever changing healthcare industry. It equally corroborated with the findings

of Doucet, Poitres and Chenevert (2009) that individualized consideration

negatively influence relational conflict, hence to reduce workplace conflict

leaders should demonstrate individualized consideration. Relational conflict

more often than not finds a fertile ground where leaders lack empathy,

however a leader with individualized consideration because of his inter

personal skills usually have empathy for other peoples‟ situation. He listens

to his followers and always acts as a coach and mentor. This accounts for the

significant relationship between individualized consideration and conflict

management.

Individualized consideration has direct bearing on Shelton and Darling

(2004) quantum being of the new science theory. Quantum being is the

ability to be in relationship, to literally become so connected to another that

one can see the world through the others eye. This skill enables managers to

own their feelings rather than project them in to others. Shelton and Darling

(2004) asserted that this skill is a pre requisite to win-win conflict resolution.

125

The ability of a leader to treat subordinates with due respect to their

individual differences by creating a supportive climate through personal

relationship has been a great asset to conflict management. Leaders accept

constructive criticisms and make amends instead of shifting blames

unnecessarily. This finding is therefore is in agreement with the new science

quantum skills used for conflict management.

Furthermore the significant relationship between individualized

consideration and conflict management agrees with Bass and Avolio (1994)

who conceived that the employees relation orientation of the leader, has a

positive correlation with trust and a negative correlation with conflict. In

other words individualized consideration does not encourage conflict but

foster trust and confidence that lead to organizational excellence. Iyang

(2008) had demonstrated that effective management of human resources

(which include conflict management) requires the leader‟s skills of

sensitivity to people and understanding of human behavior which are

essential ingredients of individualized consideration. Deductively human

resources cannot be effectively controlled by the leader if he is not sensitive

to peoples‟ feeling, needs and aspirations. In other words there would be

conflict which would jeopardize his administration. However, with these

attributes of individualized consideration such conflicts would be effectively

managed, showing that the finding of this study supports Iyang (2008).

Besides individualized consideration is consistent with Ezegbe (1997)

126

culture and civility, Borisoff and Victor (1998) acknowledgment and

Darling and Gabrielson (2004) relational acceptance as strategies and steps

in conflict management respectively. These might account for the significant

relationship between individualized consideration and conflict management

of principals.

Transformational leadership and conflict management

Findings from the study show significant relationship between

transformational leadership and conflict management of principals in Imo

state. This result is consistent with a large body of research demonstrating

the efficacy of transformational leadership in attaining organizational

excellence which include Walsman, Bass and Yammarino (1990), Crawford

(2004), Hendel, Fish and Galon (2005), and Lain (2007) among others.

Walsman, Bass and Yammarino (1990) confirmed through their study that

today‟s networked interdependent, culturally diverse organizations required

transformational leadership style to bring out in followers creativity,

imagination and best efforts.

A transformational leader motivates his subordinates by aligning

individual and organizational interest so that both work together with a unity

of purpose and a sense of mission to attain organizational goal. In the same

vein, effective conflict management as part of the organizational goal

becomes the prior concern of all and sundry and subordinates are meant to

elicit behavior which contributes to conflict resolution/management. Lain

127

(2007) had argued that the components of transformational leadership

style make it a leadership of volatility that suits present day organization and

its associative conflict.

The rate of changes experienced on daily basis by modern

organization has increased its potential for conflict, however the components

of transformational leadership style seems to suit the dynamism of modern

organizations. For instance idealized influence (charisma) sets high standard

for emulation, inspirational motivation provides followers with challenges

and meaning in engaging in shared goals. Intellectual stimulation helps

followers generate creative solution to problems while individualized

consideration helps followers in their personal development. Armed with the

skills from these components, conflicts that characterized present day

organizations would be effectively managed. This explains the significant

relationship between transformational leadership and conflict management.

The result of this study also lend credence to Sofarelli and Brown

(1998) who had earlier asserted that transformational leadership is one of the

models that would assist nurses in dealing with conflict management and

also assist the profession with the potential to be dominant voice in

reshaping the health care system of the future. This was supported by Merit

(2003) who contended that transformational leadership is a catalyst for

expanding a holistic perspective, dealing with conflict, empowering nursing

personnel at all levels and maximizing use of technology in the movement

128

beyond patent centered care to patent directed health outcomes. This

implies that principals of secondary schools who adopt transformational

leadership style would successfully deal with conflict there by transforming

the teaching profession to regain its dignity among other professions.

The findings of the study seem not to support Dionne (2004) who

stated that transformational leadership may be aligned to critical team work

process to develop team communication and conflict management skills that

can promote improved group performance. This study has already indicated

that transformational leadership through its component of inspirational

motivation is rich in communication skills which include conflict

management communication skills. This enables the leader to handle conflict

effectively, thus attaining improved performance. The findings of this study

agrees with Oluremi and Victor (2009) who observed that transformational

leaders influence their members‟ perspectives, reactions and interpretation

about a given conflict, which helps in increased organizational performance.

These assertions are consistent with Bleich and Porter- O‟Grady (1999) who

stated that several empirical studies on transformational leadership behavior

were positively related to work team success and leadership effectiveness.

Any organization that manages conflict effectively would definitely record

team success because effective conflict management is an index of

leadership effectiveness.

129

Furthermore Chaaarlotte, Darling and Walker (2002) noted that

organizational excellence is attained through a combination of leadership

values (joy, hope, peace and joy), transformational strategies, and quantum

skills. Transformational strategies include attention through vision, meaning

through communication, trust through positioning and confidence through

respect. The quantum skills of the new science theory comprises quantum

seeing, thinking, feeling, knowing, acting, trusting and being. These quantum

skills constitute a greater percentage of the components of transformational

leadership style and when used in conjunction with the transformational

strategies, leaders manage conflict effectively which in turn leads to

organizational excellence. This explains the brain behind the significant

relationship which transformational leadership has with conflict

management.

Conclusion

The findings of this study serve as a basis for making the following

conclusion. Transformational leadership style is versatile and takes root from

three major leadership theories; trait, behavioral and situational theories of

leadership. The nature of the leadership style associated it with

organizational success. It marks a paradigm shift in leadership styles where

followers transcend self interest to organizational interest. Transformational

leadership style is directly related to the quantum skills of the new science

theories. It aligns with the new science quantum skills in changing peoples‟

130

perception of conflict, encouraging leaders to embrace conflict for

positive transformation of the organization rather than shying away from it.

Transformational leadership is a good match for effective conflict

management.

Educational implications of the study

The educational implications of a study like this need not be over

emphasized in the sense that various surveys continue to reveal that

managers/leaders perceive dealing with conflict as one of their most difficult

task.

In the first instance, the study showed that idealized influence

(charisma) possessed by the leader is significantly related to conflict

management. This is indicative of the fact that leaders who posses idealized

influence (charisma) also have conflict management capabilities. The

implication on principals of secondary schools is that they need to acquire

idealized influence attributes; serve as role models (leading by examples),

have high standard for moral and ethical conduct, strong ideological

conviction and provide followers with a vision and sense of mission.

Principals should express self confidence and determination to enable them

face challenges and crises in the school setting. The finding also implies that

principals who lack subordinates trust, affection and belief cannot control

conflict in their schools; hence they should apply idealized influence for

effective conflict management.

131

It was equally discovered that inspirational motivation is

significantly related to conflict management. This means that the ability of

the principal to motivate followers through effective communication of the

organization‟s vision, increasing optimism and enthusiasm in them is

associated with conflict management. It is equally informative of the fact

that communication skills possessed principals‟ makes or mars their

administration. This implies that secondary school principals should well

grounded in communication skills, they should be fluent speakers, speaking

convincingly, optimistically and enthusiastically about what is needed. They

should not allow their communication to be sleep-inducing or else they

would be paving way for conflict. More over principals should not give room

for communication gap between themselves and their subordinates but

should encourage upward and downward flow of communication in school

organization.

Furthermore the study equally indicated a non significant relationship

between intellectual stimulation and conflict management. This indicates that

when subordinates are given the opportunity to air their views, suggest new

ideas and bring in innovation in to the organization, it does not foster conflict

management. This has implication on the principal‟s administrative acumen.

The principal needs to be tactical enough as to dictate when staff

suggestions/proposal of new ideas are ridden with selfish interest and

prevents such so that it will not lead to destructive conflict.

132

The findings of the study showed a significant relationship between

individualized consideration and conflict management. This is indicative of

the fact that when a leader provides a supportive climate, listens to followers

and act as coach and mentor, he is paving way for conflict management. It

equally implies that a leader who is egocentric cannot handle conflict. It then

means that principals of secondary schools should have empathy and be

altruistic in the discharge of their duties.

Transformational leadership style was found to have a significant

relationship with conflict management. This implies that the components of

transformational leadership style coupled with transformational strategies

equip leaders for effective conflict management. Hence principals of

secondary schools should adopt transformational leadership in their

administration for them to be able to manage conflict effectively.

The study also related transformational leadership style to the quantum

skills of the new science theories. These skills were equally found to

challenge the traditional management principle of Fayol that have been

upheld by most organizational leaders. The quantum skills are new

management skills which enable managers not only to see conflict from a

new perspective but to respond to conflict in new ways. This implies that

principals of secondary schools should imbibe these quantum skills

embedded in transformational leadership style. This will enable them to

133

embrace conflict and use it for the positive transformation of the school

organization.

The findings of the study also have implication on the Secondary

Education Management Board (SEMB). The board is informed of the

transformational strategies that should be adopted in the management of

conflict in educational institutions. It is also informative of what should form

the content of the seminars, workshops and conferences organized for

secondary school principals and teachers. Lastly the finding is indicative of

the curriculum that should be used for leadership development progamme

organized for principals of secondary school.

Recommendations

Based on the findings of the study, the researcher made the following

recommendations;

(1) The state Ministry of Education in conjunction with the Secondary

Education Management Board should organize leadership training

programme for principals of secondary schools with the sole purpose

of teaching the new science approach to effective management

embedded in transformational leadership strategies and quantum

skills. The training can be scheduled to take place once in three years.

(2) The curriculum for leadership training should be designed by experts

in educational administration and planning who are well grounded in

the knowledge of new science theory of management. Such

134

curriculum should cover all the necessary scope in

transformational leadership style and quantum skills.

(3) There should be a systematic way of organizing orientation courses

for new principals before they are posted to schools for

administration. The orientation course should be manned by

experienced principals at agreed convenient time. This will ensure the

placement of round peg in round hole.

(4) Principals of secondary schools should apply components of

transformational leadership style (idealized influence, inspirational

motivation and individualized consideration) in the management of

conflict. There should be regular supervision from the Secondary

Education Management Board (SEMB) and Ministry of Education to

ensure that principals of secondary schools practice what they are

taught in their workshop and seminar.

(5) Principals of secondary schools should be meant to realize that

conflict is inevitable and at the same time necessary for the positive

transformation of the school organization.

Limitations of the study

The findings of this study are subject to the following limitations.

The non inclusion of the principals among the respondents to the

questionnaires is a major limitation in this study. Some of the teachers used,

in schools in rural areas did not indicate interest in the study and this affected

135

the return rate of the questionnaire. The researcher was unable to recover

all the questionnaires distributed. A total of 900 which was 70.6% of the

questionnaire were recovered.

Suggestions for further researches

The following were suggested for further studies.

(1) Replication of the study including the principals as respondents.

(2)Transformational leadership style and conflict management in tertiary

institutions.

(3)Transformational leadership style and Thomas Kilman conflict

management modes.

(4)The influence of new science quantum skills on secondary school

administration.

Summary of the Study

This study dealt on transformational leadership style and conflict

management of principals in secondary schools in Imo state. To guide the

study the researcher formulated five research questions and five hypotheses.

Data were collected using the transformational leadership style questionnaire

(TLSQ) and conflict management questionnaire (CMQ) which were adapted

by the researcher and validated by experts. The sample for the study

comprised one thousand two hundred and seventy-five teachers drawn from

public secondary schools in the six education zones in Imo state. The data

collected were analyzed using Pearson product moment correlation

136

coefficient. Summary of data analysis revealed that all the components of

transformational leadership style except intellectual stimulation were

significantly related to conflict management of principals in secondary

schools in Imo state. Based on the findings the researcher recommended that

principals should apply the skills of idealized influence, inspirational

motivation and individualized consideration in the management of conflicts

in secondary schools.

137

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150

Appendix A

Population Distribution of Principals and Teachers According to Zones.

S/N Senatorial

Education

Zone.

No of

principals in

each zone

No of

principals

used from

each zone

No of teachers

in each zone.

No of Teachers

used from each

zone

1 Okigwe 1 68 13 460 92

2 Okigwe 2 78 16 606 122

3 Owerri 1 158 31 2754 551

4 Owerri 2 108 22 1024 205

5 Orlu 1 136 27 1004 201

6 Orlu 2 74 15 529 106

Total 6 622 124 6377 1277

Source: Imo State Secondary Education Board, Statistics Division

Owerri (2008).

151

Appendix B

A Letter of Introduction to the Respondent.

Department of Educational Foundation

University of Nigeria,

Nsukka

20th February 2010.

Dear Sir/Madam

TRANSFORMATIONAL LEADERSHIP STYLE AND CONFLICT

MANAGEMENT OF PRINCIPALS IN SECONDARY SCHOOLS IN IMO STATE

I am doctoral student of University of Nigeria, Nsukka. I am undertaking a

study on the above topic.

To realize this objective, you are please requested to supply, the information

sought in this questionnaire as objectively as possible. Your responses will

be treated with maximum confidentiality.

Thanks for your cooperation.

Yours Sincerely,

Anurugwo Appolonia Osita.

Researcher

152

Appendix C

Multifactor Leadership Questionnaire (self rater)

Instructions: This questionnaire provides a description of your leadership

style. Judge how frequently each statement fits you. Answer all items by

circling an appropriate number e.g (2)

Key: 0 =Not at all 1= Once in a while 2 = Sometimes 3 = Fairly often

4 = Frequently, if not always.

1. I consider the moral and ethical consequences of decisions. 0 1 2 3 4

2. I display a sense of power and confidence. 0 1 2 3 4

3. I act as a role model to my subordinates. 01 2 3 4

4. I go beyond self interest for the good of the group. 0 1 2 3 4

5. I re-examine critical assumptions to questions whether

they are appropriate……………………………………. 0 1 2 3 4

6. I treat others as individuals rather than just a member of

a group…………………………………………………… 0 1 2 3 4

7. I talk about my most important values and beliefs. 0 1 2 3 4

8. I seek differing perspectives when solving problem. 0 1 2 3 4

9. I instill pride in others for being associated with me. 0 1 2 3 4

10. I talk optimistically about the future 0 1 2 3 4

11. I express confidence that goal will be achieved 0 1 2 3 4

12. I help others to develop their strength 0 1 2 3 4

13. I talk enthusiastically about what needs to be accomplished. 0 1 2 3 4

14. I specify the importance of having strong sense of purpose. 0 1 2 3 4

15. I get others to look at problems from many different angles 0 1 2 3 4

16. I spend time teaching and coaching others 0 1 2 3 4

153

17. I consider others as having different needs and abilities 0 1 2 3 4

18. I articulate a compelling vision of the future 0 1 2 3 4

19. I act in ways that build others respect for me 0 1 2 3 4

20. I emphasize the importance of having a collective sense of

mission 0 1 2 3 4

21. I listen attentively to people when consulted 0 1 2 3 4

22. I encourage subordinates to be creative and innovative 0 1 2 3 4

23. I take a stand on controversial issues 0 1 2 3 4

24. I suggest new ways on how assignments can be carried out. 0 1 2 3 4

25. I emphasize the importance of working as a team 0 1 2 3 4

154

Appendix D

Conflict Resolution Questionnaire.

Conflict Resolution Questionnaire1

This questionnaire was designed to help you identify your preferred

style of conflict resolution.

Below are 25 simple questions. Respond to each question by

“clicking” on the answer that you think best describes your

preferred style for handling differences or conflicts between

ourself and others. There are no right or better answers. Each

style is good in its own way. When you have finished answering

the questions, “click” on the SUBMIT button at the bottom of the

page to receive an analysis of your approach to managing conflict.

1. I need to attain excellent results and cannot be limited by others.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

2. I am always willing to listen to other‟s opinions, but I also want to give them

mine.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

3. I often make slight modifications in my goals to meet other people‟s needs.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

4. If people don‟t respect my opinion, I keep it to myself.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

5. When someone else thinks they have a good idea I cooperate and help them.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

6. When conflicts arise, I usually stand on my principles.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

155

7. I am always willing to consider other people‟s opinions, but I make my own

decisions.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

8. When a conflict arises, I am usually willing to adjust my priorities to reach a

resolution.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

9. When a conflict occurs, I tend to back out of the situation and do something

else.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

10. I don‟t like to rock the boat, so I cooperate with others and accept instructions

easily.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

11. When pursuing my priorities, I am usually firm and not swayed by others.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

12. During conflict, I immediately work to get everyone‟s concerns out in the

open.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

13. During a conflict, I try to find some compromise.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

14. Differences of opinion are not always worth worrying about, so I usually

avoid them.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

15. I like to ask others for their opinions and try to find ways to cooperate.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

156

16. Once I have taken a position, I don‟t like to have others try to talk me out of

it.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

17. When there is a conflict, I make a point of presenting my view, and I invite

others to do the same.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

18. When viewpoints are opposed, I generally propose a middle ground.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

19. I try to avoid people who have strong opinions.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

20. I think it is more important to get along than to win an argument.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

21. After I have made a decision, I defend it strongly.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

22. I am a decision maker, but I make a point of listening to others to find the best

solution possible.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

23. I like to meet other people halfway.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

24. I often keep to myself, because most things are not worth arguing about.

157

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

25. I try to adjust my priorities to accommodate other people‟s needs.

Definitely true True Tends to be true Tends not to be true Not true Definitely not true

After you have responded to all of the above questions “click” on the SUBMIT

button below and you will receive an analysis of your style of conflict

management.

1. Based on the best available research in the field, this questionnaire is designed

to assist the user in understanding and assessing his/her current performance. The

author makes no implied guarantee of its accuracy, or the limits of its

applicability.

158

Appendix E

Initial Draft.

Questionnaire on Transformational Leadership Style and Conflict

Management of Principals in Secondary Schools in Imo State. (TLSQ

and CMQ) [For Teachers]

Please you are required to give the information below, the information

given will be treated confidentially and strictly for academic and research

work.

The research is aimed to contribute to the scientific knowledge in

organizational behaviour and management fields.

Part A: Personal Data of Teacher

1. Gender: Male ( ) Female ( )

2. Education Zone: Owerri ( ) Orlu ( ) Okigwe ( )

3. Section: JSS ( ) SSS ( )

4. Principal‟s Profile: Gender Male Principal ( ) Female Principals ( )

Section: JSS Principals ( ) SSS Principal ( )

PART B: Research items

Please indicate the extent of usage of the following leadership styles in your

school by the principals.

Code: Frequently = Fr. Fairly Often = Fo Sometimes = Sm, Rarely = R

159

TRANSFORMATIONAL LEADERSHIP

Idealized Influence or Charisma

S/No My Principal Fr Fo Sm R

1 Considers the moral and ethical

consequences of decisions

2 Acts as a role model to both staff and

students

3 Goes beyond self interest for the good of

the school

4 Makes personal sacrifice for the benefits

of others

5 Instills pride in others for being

associated with him/her

Inspirational motivation

My principal

Fr Fo Sm R

6 Talks optimistically about the future

7 Articulates compelling vision of the

future

8 Expresses confidence that goal will be

achieved

9 Takes a stand on controversial issues

10 Talks enthusiastically about what needs

to be accomplished.

Intellectual stimulation

My principal

Fr Fo Sm R

11 Seeks differing perspectives when

solving problems

160

12 Get others to look at problems from

many different angles.

13 Encourages subordinates to be creative

and innovative

14 Suggest new ways of looking at how to

complete assignment.

15 Re-examines critical assumptions to

questions whether they are appropriate.

Individualized Consideration

My principal

16 Spends time teaching and coaching

others

17 Treats others as individuals rather than

members of the school community

18 Considers others as having different

needs, abilities and aspirations

19 Helps staff and students to achieve goals

and grow personally

20 Listens attentively to people when

consulted.

161

QUESTIONNAIRE FOR CONFLICT MANAGEMENT OF

PRINCIPALS

Please check the usage of the following strategies of conflict management in

your school by principal

Code: Definitely True = DT, True = I, Tends To be True = TT, Tends not to

be True=TNT, Not True = NT

S/No My Principal DT T TT TNT NT

1 Needs to attain excellent results and

cannot be limited by others

2 Is always willing to listen to others

opinion but also want to give them his.

3 Often makes slight modification in his

goal to meet other people‟s needs

4 Keeps to him self when his opinion is not

respected

5 Co-operates and helps one with good idea

6 Stand on his principles when conflict

arises

7 Considers other peoples opinion but

makes his own decision

8 Adjusts his priorities to reach resolution

in the face of conflict

9 Goes out from the conflict environment

to do something else.

10 Co-operate with others and accept

instructions easily.

11 Is usually firm when pursing his

priorities.

162

12 Works to get every ones concern out in

the open, during conflict

DT T TT TNT NT

13 Tries to find some compromise during

conflict

14 Does not worry about different in

individuals opinion

15 Asks others of their opinion and try to

find ways to co-operate

16 Does not like to be discouraged once he

has taken his position

17 Presents his views and invites other to do

the same, when there is conflict

21 Makes and defends his decisions strongly

22 Listens to others and finds the best

solution possible

23 Likes to meet other people half way

24 Often keeps to himself because most

things are not worth arguing about

25 Tries to adjust his priorities to

accommodate other people needs

163

Appendix F

Final Draft

Please indicate the extent of usage of the following leadership styles in your

school by the principals.

Code: Frequently = Fr. Fairly Often = Fo Sometimes = Sm, Rarely = R

TRANSFORMATIONAL LEADERSHIP

Idealized Influence or Charisma

S/No My Principal Fr Fo Sm R

1 Considers the moral and ethical

consequences of decisions

2 Acts as a role model to both staff and

students

3 Goes beyond self interest for the good of

the school

4 Makes personal sacrifice for the benefits

of others

5 Instills pride in others for being

associated with him/her

Inspirational motivation

My principal

Fr Fo Sm R

6 Talks optimistically about the future

7 Articulates compelling vision of the

future

8 Expresses confidence that goal will be

achieved

9 Takes a stand on controversial issues

10 Talks enthusiastically about what needs

to be accomplished.

164

Intellectual stimulation

My principal

Fr Fo Sm R

11 Seeks differing perspectives when

solving problems

12 Get others to look at problems from

many different angles.

13 Encourages subordinates to be creative

and innovative

14 Suggest new ways of looking at how to

complete assignment.

15 Re-examines critical assumptions to

questions whether they are appropriate.

Individualized Consideration

My principal

16 Spends time teaching and coaching

others

17 Treats others as individuals rather than

members of the school community

18 Considers others as having different

needs, abilities and aspirations

19 Helps staff and students to achieve goals

and grow personally

20 Listens attentively to people when

consulted.

165

QUESTIONNAIRE FOR CONFLICT MANAGEMENT OF

PRINCIPALS

Please check the usage of the following strategies of conflict management in

your school by principal

Code: Definitely True = DT, True = I, Tends To be True = TT,

Not True = NT

S/No My Principal DT T TT NT

1 Needs to attain excellent results and cannot

be limited by others

2 Is always willing to listen to others opinion

but also want to give them his.

3 Often makes slight modification in his goal

to meet other people‟s needs

4 Keeps to him self when his opinion is not

respected

5 Co-operates and helps one with good idea

6 Stand on his principles when conflict arises

7 Considers other peoples opinion but makes

his own decision

8 Adjusts his priorities to reach resolution in

the face of conflict

9 Goes out from the conflict environment to

do something else.

10 Co-operate with others and accept

instructions easily.

11 Is usually firm when pursing his priorities.

166

12 Works to get every ones concern out in the

open, during conflict

13 Tries to find some compromise during

conflict

14 Does not worry about different in

individuals opinion

15 Asks others of their opinion and try to find

ways to co-operate

16 Does not like to be discouraged once he has

taken his position

17 Presents his views and invites other to do the

same, when there is conflict

18 Proposes a middle ground when view points

are opposed

19 Tries to avoid people who have strong

opinions

20 Tries to get along with others rather than

insisting on wining an argument

21 Makes and defends his decisions strongly

22 Listens to others and finds the best solution

possible

23 Likes to meet other people half way

24 Often keeps to himself because most things

are not worth arguing about

25 Tries to adjust his priorities to accommodate

other people needs

167

G

168

169

170

171

172

173

174

175

176

177