The role of the school principal in dealing with conflict between teachers and learners
| dc.contributor.advisor | Kabi, J. S. | en_ZA |
| dc.contributor.advisor | Sekwena, G. L. | en_ZA |
| dc.contributor.author | Mahlaba, Phumelele | en_ZA |
| dc.date.accessioned | 2025-01-08T13:06:38Z | |
| dc.date.available | 2025-01-08T13:06:38Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed.(Management and Leadership))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | Globally, schools experience conflict between learners and between learners and teachers. South African schools seem not to be an exception to the status-quo. Thus, this study investigates the school principals’ role in dealing with conflict between teachers and learners through persuasive management style. This study was underpinned by a persuasive management style that focuses on managers who use their ability to interpret a situation, people's actions and dialogue and then strongly urge them to do a task or achieve specific objectives. Suppose the principal can execute the actions/activities mentioned. In that case, he may change the mindset of those involved in a conflict situation, reducing the conflict to a minimum. The most important aspect of a persuasive manager is that as a mediator, they maintain control over the entire decision-making process. The study used the interpretivist paradigm and adopted a qualitative research approach utilising a phenomenology research design. Purposive sampling was used to select the participants from the four schools in the Thabo-Mofutsanyane Education district, Free State, South Africa. Semi-structured interviews were employed to generate data, and the data collected was analysed thematically. The findings revealed that conflict between teachers and learners is common in the selected schools, and such a conflict originates from different sources, such as tasks, values and goals. The findings suggest that those involved in conflict are affected psychologically, physically and emotionally due to such a conflict. Principals, as part of the School Management Team (SMT), then come through to play a role in helping find a middle way, an alternative to any conflict occurring in schools, to prevent it from escalating to violence. The principals are also responsible for maintaining the school's integrity and establishing and maintaining a peaceful and harmonious teaching and learning environment. So far, these principals have raised awareness of managing conflict among teachers and learners through school workshops. However, not enough resources and facilities are available to help principals offer beyond what they can currently offer. To this effect, the study recommends that schools should be provided with adequate resources and facilities and that counselling sessions be introduced in schools for teachers and learners. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12928 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Conflict | en_ZA |
| dc.subject | Conflict management | en_ZA |
| dc.subject | Dysfunctional conflict | en_ZA |
| dc.subject | Functional conflict | en_ZA |
| dc.subject | Conflict education | en_ZA |
| dc.title | The role of the school principal in dealing with conflict between teachers and learners | en_ZA |
| dc.type | Dissertation |