Conflict Management and Teachers’ Pedagogy in Nigerian Universities: A Study on Collaborative Problem Solving and Open Communication

Abstract

This study examined conflict management and teachers' pedagogy within Nigerian universities, focusing on the role of collaborative problem-solving and open communication. Survey research design was employed, allowing for a comprehensive investigation through both quantitative and qualitative data collection methods. The population comprised students, faculty members, and administrators across various Nigerian universities, with a sample of 200 participants selected using stratified random sampling. Structured questionnaire were administered to gather data on demographic characteristics, perceptions of conflict management strategies, experiences with collaborative problem-solving and open communication, and the impact on teachers' pedagogy. Quantitative data were analyzed using statistical methods such as descriptive statistics, correlation analysis, and multiple regression analysis. Qualitative data from interviews and observations were analyzed thematically. Findings indicated moderate to strong positive correlations between collaborative problem-solving, open communication, and conflict management. Collaborative problem-solving and open communication were significant predictors of conflict management outcomes. The study contributes to evidence-based practices for effective conflict resolution and teaching pedagogy in Nigerian universities.