Impact of Principals’ Leadership Styles on Conflict Resolution in Public Secondary Schools in the Federal Capital Territory (FCT), Abuja, Nigeria
Keywords:
Principal leadership style, democratic leadership, autocratic leadership, laissez-faire leadership, conflict resolutionAbstract
This study examined the impact of principals’ leadership styles on conflict resolution in public secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria. A descriptive survey research design was adopted for the study. The population comprised teachers in public secondary schools within the FCT, Abuja, from which a sample of 120 teachers was selected using a simple random sampling technique to ensure representativeness. Data were collected using a structured and validated instrument titled “Principal Leadership Styles and Conflict Resolution Questionnaire (PLSCRQ).” The instrument measured teachers’ perceptions of leadership practices and their influence on conflict management within their schools. Reliability of the instrument was established through a pilot study, while descriptive statistical tools such as frequency counts, percentages, means, and standard deviation were employed to analyze the data and answer the research questions. The findings revealed that democratic leadership is the most commonly practiced style among principals in public secondary schools in the FCT. Teachers reported that principals frequently involve them in decision-making processes, encourage open communication, and promote participatory management practices. Autocratic leadership was also found to be present but to a lesser extent, while laissez-faire leadership was not widely adopted. The study concludes that principals’ leadership styles play a decisive role in shaping the conflict management climate of public secondary schools. Democratic and participatory leadership approaches contribute positively to conflict resolution, staff cooperation, and institutional stability. The study therefore recommends the promotion of collaborative leadership practices, continuous professional development for school administrators in conflict management, and institutionalization of open communication mechanisms to foster sustainable school harmony and improved organizational effectiveness.
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