Thondhlana and Makawa
Greener Journal of Educational Research Vol. 7(5), pp. 070-077, August 2017
Manuscript Number: 071515086
Perceptions of Zimbabwean Primary School Teachers and Children on the Prevalent types of Conflict in the Primary Schools: A Case Study of Gweru District Schools
1Thondhlana Saiden, 2Makawa James D. (PhD)
1Lecturer, Department of Educational Studies. Zimbabwe Open University.
2Higher Degrees Supervisor: Zimbabwe Open University.
Conflicts in organisations are inevitable. There is therefore need for knowledge of various types of conflicts so that appropriate conflict resolution interventions are instituted. This study was a result of a realisation that heads and teachers in primary schools were hardly aware of the types of conflicts existing in their institutions. They could therefore not figure out appropriate strategies to mitigate those conflict types. The study focussed on the types of conflict that existed in order to institute appropriate intervention strategies. The study sample was 134 teachers, 120 pupils and the District Education Officer. The sample was purposively chosen. A qualitative research methodology was employed. A case study design was adopted. The major findings of the study were that conflicts in the primary schools comprised interpersonal conflicts, interdepartmental conflicts and intradepartmental conflicts. The study recommended the creation of a cooperative context after trying negotiation, resorting to peer mediation, resort to Job Expectation Technique (JET) and Role Analysis Technique (RAT) and Team building.
KEY TERMS: Conflict types, perceptions, primary school, Zimbabwe.
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