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Research Article

Academia Journal of Educational Research  5(9): 288-296, September 2017
DOI: 10.15413/ajer.2017.0927
ISSN 2315-7704
2017 Academia Publishing



A comparative analysis of perceptions of teachers and pupils of causes of conflict in primary schools in Zimbabwe: Case studies of Gweru and Shurugwi districts

Accepted 24th July, 2017

Thondhlana Saiden and Makawa J. D.

Department of Educational Studies, Zimbabwe Open University, Zimbabwe.

Conflicts in organisations are inevitable. For conflict to be managed and transformed appropriately, one needs to be aware of the causes of these conflicts. This study was necessitated by a realisation that heads of schools use short-fix interventions to conflicts. Teachers also use short- fix interventions to conflicts. The state of affairs negatively affect teaching, learning and peace in primary schools. The study focused on the causes of conflict in primary schools in a bid that appropriate interventions could therefore be established. The sample of the study consisted of 134 teachers, 120 children and one District School’s inspector for the district under study. The sample was purposively chosen. A qualitative research methodology was employed. A case study design was adopted. The major findings of the study were shortage of resources, dictatorship, competition, gossip related to teachers and name calling, bullying, stealing, unfair treatment, abuse, hatred and rudeness related to pupils. The causes of conflict did not differ between urban and rural areas. Some of the recommendations were that schools in clusters need to pool resources, practise multicultural education and inter- faithism and establish a cooperative context.

Keywords: Causes of pupil related conflicts, causes of teacher related conflicts, primary schools, Zimbabwe.

This is an open access article published under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 

Cite this article as:

Saiden T, Makawa JD (2017). A comparative analysis of perceptions of teachers and pupils of causes of conflict in primary schools in Zimbabwe: Case studies of Gweru and Shurugwi districts. Acad. J. Educ. Res. 5(9): 288-296

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