CRISES MANAGEMENT STRATEGIES FOR SCHOOL-RELATED ASYMMETRIC WARFARE AMONG SECONDARY SCHOOL TEACHERS IN BORNO STATE, NIGERIA

Abstract

No nation can develop amidst of asymmetric attacks on the lives and properties. In Nigeria today, insecurity of different kinds, has negatively impacted on aspects of national life, particularly the education sector. Thus, this study investigated crises management strategies adopted by the secondary school teachers in Borno State to manage school-related asymmetric warfare in their domains. The study employ descriptive design of a survey type. The population of the study consisted of all secondary school teachers in Borno State from which a total sample of 254 was drawn by means of stratified and simple random sampling techniques. The study employed a questionnaire tagged “Crises Management Strategies for School-Related Asymmetric Warfare Questionnaire (CMSSAWQ), which was face validated by five experts, and has 0.82 Cronbach’s alpha value for the test of consistency. Data collected for the study was analysed using both descriptive and inferential statistics. The findings of the study revealed that secondary school teachers in Borno State employed strategies like; seeking security information from local hunters/vigilantes, partnering with relevant security agencies on schools’ defence, and volunteer themselves as spy, for managing asymmetric warfare challenges. Other findings revealed that respondents are not differ in their views of the study’s problem based on gender and religion. Based on the findings of this study it was recommended among other that government at all levels should collaborate with secondary school teachers in area of crises intervention for asymmetric warfare challenges.