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Impact of Teacher-Parent Conflicts on Students Academic Performance in Some Selected Private Junior Secondary Schools in Girei, Adamawa State
Subject area: Arts, Social Sciences and Humanities · Area of research: Education, Peace and Conflict Studies
DOI: https://doi.org/10.64388/IREV9I3-1710899-4956
Abstract
This study investigated the impact of teacher-parent conflicts on students' academic performance in selected private junior secondary schools in Girei, Adamawa State, Nigeria. A descriptive survey approach was employed, utilizing structured questionnaires administered to 300 students, 100 parents, and 15 teachers, alongside analysis of students' academic records. Quantitative data were analyzed using descriptive statistics (mean, standard deviation) and Pearson correlation. The findings revealed that communication breakdowns (M = 4.32, SD = 0.76) and academic performance disputes (M = 4.15, SD = 0.82) were the most prevalent forms of conflict. A strong negative correlation (r = -0.68, p = 0.001) was found between the incidence of teacher-parent conflicts and students' academic performance, indicating that increased conflict levels correspond to decreased academic achievement. Participants identified regular parent-teacher meetings (M = 4.45, SD = 0.68) and clear communication channels (M = 4.32, SD = 0.72) as the most effective conflict resolution strategies. The study concluded that teacher-parent conflicts significantly affect student success and recommends the implementation of structured communication frameworks, transparent academic policies, and formal mediation processes to foster collaborative home-school partnerships and improve educational outcomes.
Keywords
Teacher-Parent Conflicts, Academic Performance, Communication Breakdown, Home-School Partnership, Conflict Resolution
How to cite this paper
@article{1710899,
author = {Joseph Emmanuel, Francis Olajire Awodoyin, Ph.D},
title = {Impact of Teacher-Parent Conflicts on Students Academic Performance in Some Selected Private Junior Secondary Schools in Girei, Adamawa State},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {3},
pages = {1502-1508},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1710899.pdf},
abstract = {This study investigated the impact of teacher-parent conflicts on students' academic performance in selected private junior secondary schools in Girei, Adamawa State, Nigeria. A descriptive survey approach was employed, utilizing structured questionnaires administered to 300 students, 100 parents, and 15 teachers, alongside analysis of students' academic records. Quantitative data were analyzed using descriptive statistics (mean, standard deviation) and Pearson correlation. The findings revealed that communication breakdowns (M = 4.32, SD = 0.76) and academic performance disputes (M = 4.15, SD = 0.82) were the most prevalent forms of conflict. A strong negative correlation (r = -0.68, p = 0.001) was found between the incidence of teacher-parent conflicts and students' academic performance, indicating that increased conflict levels correspond to decreased academic achievement. Participants identified regular parent-teacher meetings (M = 4.45, SD = 0.68) and clear communication channels (M = 4.32, SD = 0.72) as the most effective conflict resolution strategies. The study concluded that teacher-parent conflicts significantly affect student success and recommends the implementation of structured communication frameworks, transparent academic policies, and formal mediation processes to foster collaborative home-school partnerships and improve educational outcomes.},
keywords = {Teacher-Parent Conflicts, Academic Performance, Communication Breakdown, Home-School Partnership, Conflict Resolution},
month = {September},
doi = {https://doi.org/10.64388/IREV9I3-1710899-4956}
}