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Volume 8/Number 1/ November 2020/Article 13 ANUJAT/VOLUME 8/NUMBER 1/ NOVEMBER 2020/ARTICLE 13 Volume 8/ Number 1 November 2020 Article 13 An Examination of Senior High Schools Teacher-Student Conflicts in Ghana GODWIN GYIMAH GODWIN GYIMAH holds Master of Arts in History from Eastern Illinois University, USA. He is a Graduate Assistant at Eastern Illinois University, U.S.A. NANA OSEI BONSU NANA OSEI BONSU holds a Bachelor of Education in History and Religion from the University of Cape Coast, Ghana. He is a history tutor at Aburaman Senior High School, Ghana. He is currently pursuing his Master of Education in Information Technology at the University of Cape Coast, Ghana. For this and additional works at: anujat.anuc.edu.gh Copyright © November 2020 All Nations University Journal of Applied Thought (ANUJAT) and Author Recommended Citation: Gyimah, G. & Bonsu, N. O. (2020). An Examination of Senior High Schools Teacher-Students’ Conflicts in Ghana. All Nations University Journal of Applied Though (ANUJAT),8(1): 186-198. All Nations University Press. doi: http://doi.org/10.47987/IRAY1926 Available at: http://anujat.anuc.edu.gh/universityjournal/anujat/Vol8/No1/13.pdf ANUJAT/VOLUME 8/NUMBER 1/ NOVEMBER 2020/ARTICLE 13 Research Online is the Institutional repository for All Nations University College. For further information, contact the ANUC Library: [email protected] Abstract This study sought to examine Senior High Schools Teacher-Student conflicts at Kwahu East Municipality, Ghana. The study adopted a descriptive research design. Data was collected through the use of questionnaires to a sample of 127 students. The findings revealed that some teachers unfair use of punishment, denial of students’ rights and privileges by teachers, lack of interest in teaching on the part of some teachers, and preferential treatment towards some students cause teacher-student conflicts. Also, creative thinking and redefining of purpose were both seen as positive effects of teacher-student conflict. Lastly, the study discovered lessening of the organization’s effectiveness, weakening teacher-students’ relationships, and outright hostile or property damage as major effects of conflict. The study recommends that, teachers should not be too strict or deny students’ rights and privileges. Moreover, teachers should be friendly, fair and firm in discharging their duties when implementing educational policy, in terms of discipline. Keywords: Teacher-Student Conflict, Causes, Effects, Implications, Ghana. Introduction Education is highly regarded for its immense contribution to the development of nations. As such, education has become the live wire upon which a country’s industries, moral regeneration, and revival of its people are built (Orji & Job, 2013). In Ghana, as like other countries, the school is charged with the ultimate responsibility of developing its citizenry. No wonder most nations invest heavily in their educational sector by providing infrastructures, equipping human resources, and developing suitable policies for schools’ smooth running (Adu, 2011). Any contamination in the educational industry is capable of jeopardizing the future of the nation. A prominent issue that can endanger the education process of a country is conflict in schools. Nyamajiwa (2000) described a conflict as the opposition of individuals or groups’ interests, opinions, or purposes. Conflict is an inescapable outcome of human interaction (Makaye & Ndofire, 2012) and a fact of life in various organizations. Conflict is not something an individual can hold; however, it lies in the minds of the parties who are involved in it. Therefore, it is only evident when it manifests itself in arguing, jealousy, quarrel, or fighting. Various faculties and departments of different institutions are experiencing a dramatic revolution and immense transformation with the intent of transferring the required knowledge, skills, and values to the up-coming generations (Makaye and Ndofire, 2012). Conflict in the school can thwart these aims. The issue of conflict in schools seems to be characteristic of everyday school 186 ANUJAT/VOLUME 8/NUMBER 1/ NOVEMBER 2020/ARTICLE 13 phenomenon. Adu (2011) posits that the differences in needs and interests of human beings have led to the frequent occurrence of conflict in schools. However, it can be managed using diverse strategies. He further points out that conflict is inevitable when individuals are brought together under one roof. Each individual is born with unique features and gifts. When not curb, conflicts can jeopardize students’ performance, which is detrimental to their future and the nation (Williams, 2009). In most cases, conflicts may have either a positive or a negative influence on students, teachers, school, or the nation, depending on the conflict’s nature. In Adu’s (2011) views, the issue of conflict in senior high school’s dates back to the beginning of secondary education in Ghana. This implies that conflict is not a new phenomenon in senior high schools. At the senior high school level, conflicts do occur among teachers, students, parents, and headmaster or entire school as a setting. The unpleasant relationships between teachers and students, students and students, teachers and school heads, and school and the community have conflicts as their root cause. Some schools’ conflicts have resulted in a struggle for power in schools by students, teachers, and heads of School (Nyamajiwa, 2000). Such a devastating issue has disrupted the educational focus and affected the state of schools. In some instances, schools’ conflicts have resulted in the physical destruction of school properties and the loss of lives of some members of the school. In recent times, incidents of teacher-students’ conflicts in Senior High Schools in Ghana have been reported in the media. The Daily Graphic Online (2015) reported that students’ riots at Salaga senior high school in Ghana led to the destruction of many properties. This incident resulted from a teacher sacking four students from the examination hall for indecent dressing. A similar incident was reported at Tuna senior high school, where the students went on a rampage due to an alleged stripping of a female student naked by a teacher as a form of punishment for indecent dressing (Myjoyonline.com, 2015). The issue of conflict in senior high schools is defined with diverse causes. Mensah (2005) posits that conflict is a phenomenon which occurs between or among parties when one party perceives that another party intends to frustrate his/her interest or overshadow its values and interest. This implies that conflict arises when a person or a group negatively affects another individual or a group. Whenever conflict arises, parties involve mostly use unacceptable means to demand their interests and needs (Orji & Job, 2013). Since conflicts have become an inevitable phenomenon, especially a conflict between teacher-student, teacher-school head, and school- community, there is the need to delve into its root causes and its effects on the school. It was against this background that the study sought to examine teacher-student conflict in senior high schools in Ghana. First, the study will explore the causes of teacher-student conflict in senior high schools in Ghana. Second, the study will also delve into the negative and positive effect of teacher- student conflict in Ghana’s senior high schools. Statement of the Problem School violence is one of the universal problems faced by schools (World Health Organization, 2004). In recent times, teacher-students’ conflicts have become rampant in senior high schools in Ghana. In one incident, a male teacher was nearly lynched at Kwahu Tafo Senior 187 ANUJAT/VOLUME 8/NUMBER 1/ NOVEMBER 2020/ARTICLE 13 High Technical School by male students ‘during light out’ on alleging illicit relationships with female students (Myjoyonline.com, 2015). Besides, the hand of a male teacher at Kwahu Fodoa was chopped off following a punishment given to a student, which the student deemed unfair. A female teacher in a sister school was also sent out of the classroom by final year students who had complained of teacher ineffectiveness in lesson delivery (Myjoyonline.com, 2015). These and many more incidents of conflicts between teachers and students in Ghana have been an issue of public outcry due to its potential to jeopardize the nation’s future. Alimba (2017) opines that teachers must understand that their job performance is a function of how they can constructively deal with emerging conflicts in their school. Existing literature on teacher-students’ conflicts has been documented in a narrative form. Thus, empirical studies on the teacher-students conflict in Ghana are scanty. Informed by this gap, the study sought to unravel teacher-student conflicts in Ghana using the Kwahu East Municipality as a case study. Purpose of the Study The study aimed to examine teacher-students conflicts in senior high schools in Ghana. Specifically, the study sought to: 1. determine the causes of teacher-student conflicts in senior high schools in Ghana. 2. assess the positive effects of teacher-students conflict on the school community in Ghana. 3.assess the negative effects of teacher-students conflict on the school community in Ghana. Review of Related Literature Causes of Teacher-Student conflict Conflicts are caused by several factors that create tensions between people within an organization, including the school. The various causes of conflicts are discussed as follows; Insensitivity to student needs: One major cause of conflict is
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