Collaborative Conflict Management Strategies on Teaching and Learning Effectiveness in Tertiary Institutions in Kwara State, Nigeria

Abstract

Conflict is an unavoidable feature of tertiary institutions because management, academic staff, non-academic staff and students interact within structures characterised by different interests, expectations and responsibilities. When managed constructively, conflict can create opportunities for dialogue, joint problem-solving, and improved institutional relationships; when poorly managed, it can disrupt academic activities. This study examined stakeholders’ perceptions of how collaborative conflict management contributes to teaching and learning effectiveness in tertiary institutions in Kwara State, Nigeria. The study adopted a descriptive survey design. The population comprised 127,902 staff and students in four selected public tertiary institutions in Kwara State, while a sample of 384 respondents was determined using the Krejcie and Morgan (1970) sample-size table. Of the questionnaires administered, 368 were valid for analysis, comprising 231 students, 82 academic staff and 55 non-academic staff. Data were analysed using mean, standard deviation and one-way analysis of variance (ANOVA). The findings showed strong agreement that collaborative dialogue, joint problem-solving, and teamwork contribute to effective teaching and learning. Overall mean ratings were 3.38 for students, 3.58 for academic staff, and 3.50 for non-academic staff. The one-way ANOVA revealed a statistically significant difference in the composite mean ratings across the three respondent categories, F(2, 365) = 4.824, p = .008. The null hypothesis was therefore rejected. The study concludes that collaborative conflict management is positively perceived as an important contributor to effective teaching and learning, although perceptions differ significantly across stakeholder groups. The study recommends participatory decision-making, structured dialogue, representative conflict-resolution mechanisms and regular conflict-management training in tertiary institutions.