The nature and effect of conflict management systems in selected Secondary Schools of Matero Zone in Lusaka District
Date
2018
Authors
Chanda, Cassius Eusebius
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study focused on establishing the nature, causes, effects and strategies being used in
managing conflicts among pupils, teachers and Head Teachers in selected Secondary Schools of
Matero Zone in Lusaka District. In this study the sample size was 24 respondents of which 15
were pupils, 3 Head Teachers and 6 teachers drawn from 3 secondary schools. Within this
sample, three focus group discussions were held. Furthermore, in order to have first-hand
information, the researcher held interviews with teachers and Head Teachers. Document review
was equally deployed to collect data.
The causes of conflict were said to include poor communication, poor conditions of service,
misuse or embezzlement of school funds, indiscipline on the part of students and teachers,
inadequate resources, lack of clear jurisdiction, administrative incompetency, personality
differences, conflicts of interest, and changes within the organization. The study found out that
pupils, teachers and Head Teachers as individuals or groups have undeniable needs for identity,
dignity, security, equity and participation in decisions that affect them. Frustration of these basic
needs became a source of social conflict among pupils, teachers and Head Teachers in selected
Secondary Schools of Matero Zone in Lusaka District
The results of this research revealed that conflicts occurred frequently in these schools and no
single school was completely an exception. Various conflict management strategies were
employed to resolve conflicts among pupils, teachers and Head Teachers in selected Secondary
Schools of Matero Zone in Lusaka District, namely; obliging style, mediation, integrating
strategy, dominating, compromise and conflict avoidance to mention but a few. Conflict
management strategies were deemed successful if they achieved a win-win or consensual
agreement accepted by both parties. The benefits of conflicts included improved understanding
of tasks, team development and quality of group decision making. On the other hand, the
negative consequences in some cases included dysfunctional team work, decreased work
satisfaction, forced transfers for teachers and disciplinary action on pupils. The findings of this
study showed that active engagement rather than avoidance was vital in resolving conflicts.
The study, therefore, recommended that the Ministry of General Education should be appointing
Head Teachers who are trained in the field of Education Administration and Management. These
Head Teachers have basic understanding of Conflict Management Systems in schools. The study
further recommended that workshops on conflict resolutions should be mounted for teachers and
school administrators to ensure that there is justice and fairness in resolving conflicts at school
level. Finally, the study recommended that Ministry of General Education should conduct
frequent monitoring to ensure that transparency and accountability is adhered to by school
leadership especially on conflicts to do with finances.
Description
Thesis
Keywords
Conflict Management--Schools , Conflict--Secondary schools