Interpersonal Conflicts Among University Educators and Its Effects on Student Educational Outcomes in Ghanaian Universities

Mr. Ndoye, Joshua-Luther Ndoye
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  jlnupoalkpajor@uew.edu.gh
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Publications

Authors
JOSHUA-LUTHER NDOYE UPOALKPAJOR
Publication Year
2026
Article Title
Interpersonal Conflicts Among University Educators and Its Effects on Student Educational Outcomes in Ghanaian Universities
Journal
International Journal of Scientific Research and Management (IJSRM)
Volume
14
Issue Number
6
Page Numbers
2771-2778
DOI
https://doi.org/10.18535/ijsrm/v14i06.sh06
ISSN
321-3418
Website Url
https://ijsrm.net/
Abstract

This study examined how interpersonal conflict among university educators affects student outcomes in Ghanaian universities, grounded in ABC Conflict Theory. Using a quantitative cross-sectional design, data were collected from 324 educators and 546 students across three universities in Ghana's Central Region. Questionnaires were analyzed with SPSS, including descriptive statistics, factor, correlation, and multiple regression analyses. Findings revealed that educator misbehavior and negative university climate significantly predicted interpersonal conflict, with misbehavior emerging as the strongest predictor of poor student outcomes. Conflict negatively impacted instructional quality, student engagement, institutional harmony, and overall learning experiences. Regression analysis showed educator misbehavior significantly predicted poor outcomes (β = .42, p < .001), while negative climate also predicted conflict (β = .12, p < .001). Although perceptions of discrimination varied, both groups acknowledged its harm to cohesion and learning. Strained professional relationships and institutional tensions contributed significantly to workplace conflict. The findings support ABC Conflict Theory, showing how negative attitudes, harmful behaviors, and institutional contradictions shape university conflict. This study contributes empirical evidence on educator conflict's consequences for student learning. Recommendations include strengthening conflict management systems, promoting professional ethics and collegiality, and improving university climate to foster educator collaboration and student success.

Policy Contributions

Managerial Implications The findings of this study have important implications for university administrators and educational managers. First, university leaders must recognize that interpersonal conflict among educators extends beyond employee wellbeing and directly affects teaching quality and students' educational experiences. Second, institutions should proactively identify and manage workplace tensions through transparent communication systems, conflict resolution frameworks, and supportive leadership practices. Third, administrators should prioritize the creation of positive institutional climates characterized by fairness, inclusiveness, mutual respect, and professional collaboration. Fourth, institutional policies addressing misconduct, favoritism, harassment, and discrimination should be clearly communicated and consistently enforced. Finally, universities should invest in leadership development and organizational capacity-building initiatives aimed at promoting teamwork, trust, professionalism, and institutional cohesion. Practical Implications The findings suggest that university administrators should prioritize institutional harmony as a strategic component of educational quality assurance. Policies promoting collegiality, transparent communication, psychological safety, and equitable institutional practices may improve both educator wellbeing and student academic success.

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