Unearthing The ‘Taproot’ Of Conflicts Between Teachers And School Administrators And Its Emergent ‘Bitter Fruits’ In Selected Primary Schools Of Lusaka, Zambia
- May 19, 2021
- Posted by: rsispostadmin
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue IV, April 2021 | ISSN 2454–6186
Clement Sichalwe, Gistered Muleya & Francis Simui
University of Zambia
Abstract
This study used a metaphor of a tree ‘taproot’ and its emergent ‘fruits’ to explored conflicts between teachers and school administrators in Selected Primary Schools in Chilenje Zone of Lusaka District. Qualitative research approach anchored on a Case study design with a sample size of 30 participants from 5 primary schools was applied. Key Findings revealed that absenteeism, late reporting for work, inadequate communication, lack of resources, favouritism, not observing time within schools, beating of learners and delays in submitting teaching files were sources of conflict in primary schools. Resultant effect of conflict on teaching and learning processes included: poor results from the school, frustrations by both teachers and school administrators, lack of school development and lack of proper learner direction in schools. The study recommended Ministry of General Education to (i) introduce peace and conflict studies in primary schools, (ii) District Education Board Offices to organise seminars to improve good working relationship, (iii) conflict resolution strategies to be taught in schools as a way of addressing grievances, and (iv) engage teachers in decision making processes.
Key Words: Administrators, Conflict, Management, Resolution, Teachers, Lusaka, Zambia
Introduction
This article is an extract from the principal researcher’s Master of Science in Peace Leadership and Conflict Resolution dissertation. The Masters programme was offered by the University of Zambia (UNZA) in collaboration with the Zimbabwe Open University (ZOU) and had been running since 2014 (Manchishi, Simui, Ndhlovu & Thompson, 2020; Simui, 2018; Simui, Kasonde-Ngandu, Cheyeka, Simwinga and Ndhlovu, 2018; Simui, Kasonde-Ngandu, Cheyeka & Kakana, 2018).
Conflict has continued to be a factor in human life and as such, it presents itself even in educational institutions both in public and private sectors. To be precise, both secondary and primary schools frequently appear in the face of tension, which in turn manifest in the community. According to Meeks, Heit and Page (2005), conflict is a disagreement between two or more people or between two or more choices. This is because conflicts are events which occur due to problems in teams where individuals at times fail to work together, but would prefer to stand on their side of view on a particular issue. Similarly, Cannie (2002) referred
