Makaye and Ndofirepi
Greener Journal of Educational Research Vol. 2 (4), pp. 105-110, November 2012
Manuscript Number: 102412131
Conflict Resolution between Heads and Teachers: The Case of 4 Schools in Masvingo Zimbabwe
Jeriphanos Makaye and Amasa Philip Ndofirepi
Curriculum Studies Department, Faculty of
Education, Great Zimbabwe University, Zimbabwe
Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa
Corresponding Author’s Email: amasa.ndofirepi @ wits.ac.za
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.
KEYWORDS School Head; Subordinates; Supervisor; Attitude; Disciplinary Committee, Negotiation
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