Abstract
This study investigated the way in which administrators at selected mission schools in the Monze district in the Southern Province of Zambia manage conflicts. A case study design was utilised to execute the research purpose. The total sample size used in this study was 22 administrators comprising the school leadership. The participants in this study were purposively sampled and the instruments used to collect data included a focus group discussion guide, a one-on-one interview guide and a documentary review. The results of the study indicated that fighting for promotion, jealousy, favouritism, selfishness and the personalisation of the institution were the main causes of conflict found in the selected mission schools. It was also evident that in conflict resolution in these schools, dialogue was the most common strategy utilised, followed by mediation and then arbitration. The study also found that head teachers had in the recent past reported a reduction in disruptive and violent behaviours, chronic school absenteeism, disciplinary referrals and suspensions at many schools. This indicates the positive steps mission schools have taken towards conflict resolution and the importance with which this is regarded in order to create an enabling and conflict-free environment for both learners and teachers.
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