Conflict Resolution between Heads and Teachers: The Case of 4 Schools in Masvingo Zimbabwe

Abstract

The study sought to establish causes of conflict amongst primary school heads and teachers and how such conflicts could be resolved in Masvingo, Zimbabwe. The study also sought to establish teachers' perceptions of conflict, and their preference of conflict arbitrators. Sixteen purposively selected teachers from 4 schools responded to questionnaire items in this survey. The major findings of the study were that conflicts exist in most schools as heads and teachers conflict with each other over unequal distribution/allocation of resources and grapevine or gossips. It was also established that teachers and heads frequently conflict and most teachers were not satisfied with the ways in which problems were resolved. They preferred the District Education Officers (D.E.Os) to resolve their conflicts with the School Heads. The study recommends that School heads should ensure equitable and transparent distribution of resources at schools and workshops on conflict and conflict resolution should be mounted for school stakeholders including heads, teachers and school development committees/associations.

Perceptions of Teachers and Pupils of Causes of conflict in Primary schools in Zimbabwe: A case study of Gweru District Primary Schools.

“…The causes confirm the causes raised by a number of authorities (Mnkandla, 1996;Makaye & Ndofirepi, 2012;Sadomba & Hlatswayo, 2012;Tumbo & Moyo, 2013). Causes of conflict for pupils differ from those for adults.…”

“…The above findings were also established in Nkayi South Circuit by Mapolisa and Tshabalala (2012). Makaye and Ndofirepi (2012) in a study of conflict resolution between heads and teachers in schools in Masvingo, Zimbabwe found out two major causes of conflicts namely unequal distribution of resources and the grapevine or gossip.…”

The Influence of Principal’s Communication and Conflict Management towards the Work Discipline of Teachers at SMA PGRI Tanjungsiang Subang

“…The principal as a leader must be well trained to stimulate and handle proactive and ideal conflicts, because this is the main driver of social change in the organization, in this case especially schools as educational institutions [23]. Makaye added that the principal as a leader must be able to ensure that the resources that the school receives must be taken into responsibility by taking account of fairness and transparency in order to avoid conflict [24]. Furthermore, Wirawan said that a leader in this case especially the principal uses at least 25% of his time to manage conflicts that occur [25].…”

A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers

“…Oboegbulem and Alfa (2013) reflected that conflict might occur between them in an organization where human interaction occurs. Conflicts can break down communication between the expert and novice teachers, lead to the ineffective teaching process, and ultimately relationship turn into differences, performance does low, and create wrong arguments among the expert and novice teachers (Bano et al,2013;Makaye & Ndofirepi, 2012). Hence, if the conflicts are handled properly, they may be changed into benefits and can build a strong relationship between the expert and novice teachers.…”

“…The novice teachers do not know to deal with managing their complications in relationships, attitudes, and tasks at the beginning of the job (Makaye & Ndofirepi, 2012). The critical element missing in the literature is the difference between the expert and novice teachers' doing job concerning different perspectives?…”