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Author
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Jani , Nyarai
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Title
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An investigation into the teachers’ perceptions of the nature and causes of Conflict in Harare schools: a case of Kambuzuma circuit.
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Abstract
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This study investigated teachers’ perceptions of the nature and causes of conflict among teachers in two secondary schools in Kambuzuma, Harare, by applying Moore’s (2003) analytical framework. Constructivism or interpretivism was the ontological and epistemological philosophical assumption that underpinned the qualitative methodology employed in this study. Data were collected using semi-structured interviews with 30
Purposefully selected teachers based on professional qualifications and teaching experience, as
Well as focus group discussions and document analysis. Data were analysed using thematic analysis. The findings of this study showed that conflicts among teachers were prevalent in the two schools, which demonstrates that conflicts are inevitable and a part of the teachers’ lives. The sources of conflict as identified by the participants were categorised into data conflicts, interest conflicts, relationship conflicts, structural conflicts and value conflicts in line with Moore’conceptualisation. Research findings showed that data-based conflict was related to lack of information or misinformation, lack of transparency and consultation, and gossip or grapevine. Under this theme, lack of information was the main cause of conflict according to participants.
Interest-based causes of conflict were linked to competition over limited resources, limited opportunities for promotion and professional growth, and lack of recognition. In this category, competition over limited resources was cited as the main cause of conflict by participants. Relationship conflict was connected to lack of communication or miscommunication, favouritism, and lack of respect and tolerance for different opinions. Under this theme, poor Communication or lack of communication was cited as the main cause of conflict by
Participants. Structural-based causes of conflict were attributed to the provision of resources, allocation of duties and responsibilities, failure to meet deadlines, unpunctuality and absenteeism, and the school administration’s leadership style. Most participants were mainly concerned with lack of provision of resources and their colleagues’ failure to adhere to set deadlines for completing administrative work. Value-based conflict stemmed from different beliefs and viewpoints of the teachers, gender differences, and the existence of cliques off actions. Many participants felt that values about people’s beliefs and principles were a major cause of conflict among teachers.
The findings also showed that some of the above-mentioned sources of conflict were Interrelated or interconnected. For instance, structural conflict impacted interest conflicts, while value conflicts influenced the relations between parties involved. Additionally, data Conflicts influenced relations between the parties involved. Furthermore, the interest related to
Promotion appeared to influence relationships because of favouritism. Differences in values and viewpoints under value-based conflicts also appeared to influence relations.
Finally, by exploring the nature and causes of conflict among teachers in the two Kambuzuma
Schools in Harare, the researcher gained valuable insights into conflict among teachers at the Schools, which could benefit both teachers and education practitioners in general. Moore’s
Analytical framework has helped unpack the causes of conflict, which is essential for conflict resolution. The study, therefore, encourages researchers and school managers to use Moore’analytical framework to obtain a comprehensive understanding of conflict involving teachers.
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Date
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October 2024
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Publisher
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BUSE
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Keywords
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Conflict, Moore’s analytical framework, School leaders, Secondary school
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Supervisor
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Dr Mudavanhu
Jani N.pdf