Inhibiters of Positive Interpersonal Relationships among Teachers

Abstract

This study examines inhibiters of positive interpersonal relationships among senior high school teachers in the Tamale Education Metropolis. The study made used of qualitative research methodology, as such, case study design was adopted. Purposive sampling technique was used to select fifteen (15) teachers and five (5) secondary school head teachers. An interview schedule with open-ended questions was developed to conduct face-to-face in-depth individual interviews. Data collected through pen-and-paper personal interviews were analysed using deductive thematic analytical method. Findings were that tribal differences, religious diversity, superiority complex, gender differences, political ideologies, gossiping and backbiting, poor leadership styles and student-teacher intimate relations were some of the inhibiters of positive interpersonal relationships among teachers in the secondary schools of the Tamale Education Metropolis. Recommendations made were that senior high schools heads should work with the Regional Metropolitan Education and the Ghana Education Service to organize workforce diversity management training to educate all teachers and school managers on the need to embrace all the differences that exist among them and to also confront their own ethnic, cultural, political and gender stereotypes. School heads should foster in teachers a school culture that is characterised by positive teacher-teacher interpersonal relations and to appeal to all teachers who practice superiority complex to desist from such an act as it inhibits good teacher-teacher relations. School heads in their official meetings should sincerely talk to teachers to do away with all forms of gossips and backbiting. Heads of senior high schools should work with the Regional Metropolitan Education and the Ghana Education Service to organize workshop on the Code of Conduct for all teachers. In the same workshop, the need for teachers to desist from teacher-student intimate relations should be emphasised and the kind of relationship that should exist between teachers and students should also be highlighted.