Perceived Impact of Conflict Management Strategies on Teachers Job Satisfaction in Public Primary Schools of Gusau Zamfara State Nigeria

Background: This study examines the perceived impact of conflict management strategies on teachers' job satisfaction in public primary schools of Zamfara State, Nigeria. A null hypothesis was formulated to guide the study.

Methodology: The study adopted a correlational research design. The population of the study comprised all the 1,391 teachers serving in 152 public primary schools in Gusau Local Government Area, Zamfara State. The sample size of 255 teachers were selected as participants through Simple random sampling technique using Research Advisors (2006) table of determining sample size. A structured questionnaire titled ‘School Conflict Management and Teachers’ Job Satisfaction Questionnaire (SCMATJSQ)’ was employed as the instrument for data collection. The data analysis was made using inferential statistics through Pearson Product Moment Correlation Coefficient.

Findings/Results: Results from the study revealed that, there was a very significant relationship between school conflict management strategies and teachers’ job satisfaction with statistical value of (r = 0.982, p<0.05).

Implications: The result implies that effective conflict management strategies in schools have a strong positive influence on the job satisfaction of teachers.

Conclusion: Based on findings, the study concludes that the relationship between conflict management and job satisfaction is very significant, indicating that the way conflicts are managed in schools plays a critical role in teacher satisfaction.

Recommendations: The study therefore recommends that, the government, through the Local Government Education Authority (LGEA) and State Universal Basic Education Board (SUBEB), should organize conferences, workshops and seminars for the primary schools headteachers to have in-depth understanding of different conflict management strategies and the approaches to follow in adopting such strategies in their respective schools