Abstract
Principal-teacher conflict has become one of the most serious school-related battles. This type of conflict is detrimental to the school, and this problem is mainly attributed to the conflict that is left unattended or unmanaged. This study, therefore, investigates how the conflict between principals and teachers can be managed. This qualitative study was conducted in the ZF Mgcawu district in the Northern Cape, South Africa. This study followed a case study research design, selecting participants using the purposeful sampling method. Data were collected through the use of open-ended questionnaires and analysed thematically. The study's findings revealed that conflict management should play an important role in managing and reducing principal-teacher conflict. It also confirmed that unattended conflict between principals and teachers have detrimental effects on school culture and that functional conflict management strategies are necessary for conflict to be less destructive in the school environment. It is therefore recommended greater awareness about this topic in general. Specific strategies should be implemented to guide principals as well as teachers on how to manage conflict functionally.
Highlights
Conflict is an inevitable factor and a social phenomenon that occurs amongst individuals or within groups, organisations, and nations on a daily basis (Mullins, 2010:197)
The following comment by Participant 1 indicates the importance of managing conflict between principals and teachers: Managing conflict is important because if the conflict is not managed oryou do not take action, harm can be done to all parties involved
Teachers seem to agree with the importance of intervention. They view conflict as a necessity that can prevent violent behaviour, which is of great benefit for the school environment
Summary
Conflict is an inevitable factor and a social phenomenon that occurs amongst individuals or within groups, organisations, and nations on a daily basis (Mullins, 2010:197). Research has shown that sometimes the prevalent conflict between principals and teachers, in particular, has devastating effects on the sustainability of school culture (Squelch & Lemmer, 1994; Chadwick, 1995; Jones, 2005; Mahomed, 2014; Makibi, 2010; Msila, 2012; Göksoy & Argon 2016). Ohaka (2016), for example, holds that negative conflict situations can have a declining and counterproductive effect on the educational, academic, social and moral development of individuals in the school environment. Göksoy and Argon (2016:204) believe that conflict in schools could lead to intolerance from staff, violence, the formation of cliques, breakdown in communication and an undisciplined environment
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