ADMINISTRATIVE MEASURES USED IN RESOLVING CONFLICTS IN PUBLIC SCHOOLS WITHIN JERE LOCAL GOVERNMENT AREA OF BORNO STATE

The aim of the study was to asertain the “Administrative Measures used in Resolving Conflicts in Public Schools within Jere Local Government Area of Borno State”. Five (5) research questions and five (5) objectives were drawn to guide the study which includes; Identify and categorize the major types and sources of conflict in selected public schools in Jere Local Government Area of Borno State. Examine the existing administrative strategies used in conflict resolution within the schools in Jere Local Government Area of Borno State. Evaluate the effectiveness of these strategies in promoting peace and improving school performance in Jere Local Government Area of Borno State. Investigate the challenges school administrators face in implementing effective conflict resolution practices in Jere Local Government Area of Borno State. Propose practical recommendations for enhancing conflict resolution mechanisms in public schools in Jere Local Government Area of Borno State. Descriptive survey research was adopted in the study. A structured questionnaire was used as instruments for data collection. The sample population of Sixty (60) respondents was selected to took part in the study. Based on the findings of the study, it revealed that Limited resources and facilities (60.0% strongly agreed) and student indiscipline (53.3% strongly agreed) were identified as the primary sources of conflict in public secondary schools in Jere LGA. Poor communication (46.7% agreed) and parent–teacher misunderstandings (43.3% agreed) also contributed significantly. Punitive measures such as warnings and suspensions (56.7% strongly agreed) and dialogue/open communication (50.0% strongly agreed) were the most commonly used strategies. Mediation (43.3% strongly agreed) and disciplinary committees (46.7% strongly agreed) were also prevalent. A majority affirmed that conflict resolution measures reduce indiscipline (51.7% strongly agreed), promote peace (45.0% strongly agreed), enhance teamwork (43.3% agreed), and improve academic performance and school climate (48.3% and 46.7% strongly agreed respectively). Limited resources (63.3% strongly agreed) and lack of administrator training (55.0% strongly agreed) were the most critical barriers. Bias/favoritism (36.7% strongly agreed) and resistance from stakeholders (43.3% strongly agreed) further complicate resolution. It was therefore recommended that; Government and School Management Boards should prioritize adequate funding and provision of teaching/learning materials to minimize resource-based conflicts. Regular training workshops on conflict management, mediation, and emotional intelligence should be organized for principals and administrators by the Ministry of Education and SUBEB. Clear, written policies on discipline, communication, and grievance procedures should be developed and disseminated in all schools.