Understanding the Causes of Conflict in Public Schools: A Qualitative Analysis of the Teachers’ Views in Six Schools in Tshongwe Circuit, UMkhanyakude Education District

Msawenkosi Sandile Mbokazi; John Elphas Masina; Sibusiso Bonginkosi Mbokazi; Peter Emmanuel Nkosinathi Nsibande

doi:10.47814/ijssrr.v5i7.525

Msawenkosi Sandile Mbokazi Department of Education Professional Practice, Faculty of Education, University of Zululand, South Africa
John Elphas Masina Department of Education Professional Practice, Faculty of Education, University of Zululand, South Africa
Sibusiso Bonginkosi Mbokazi Department of Education Professional Practice, Faculty of Education, University of Zululand, South Africa
Peter Emmanuel Nkosinathi Nsibande Department of Education Professional Practice, Faculty of Education, University of Zululand, South Africa

DOI: https://doi.org/10.47814/ijssrr.v5i7.525

Keywords: Conflict; Principal; Unionism; Contestation; School Governing Body; Teachers; Circuit Management

Abstract

This paper investigates the underlying causes of conflicts in the KwaZulu-Natal provincial schools and focuses on the experiences and perceptions of various teachers in six identified schools experiencing intense conflict in the Tshongwe Circuit under the uMkhanyakude District. The study employed qualitative research methods using a case study design and the convenience sampling approach. Semi-structured interviews were conducted using an interview schedule. The findings revealed that some of the sources of conflict emanate from lack of communication, corrupt school governing bodies, laziness and poor academic performance, gossiping and blackmailing, poor teacher-class attendance, competition for resources, leadership and management issues, politics and unionism, poor initial teacher preparation and contestation for school leadership positions. The study recommends the scrapping of school governing body’s powers to recommend the appointment of school principals, deputy principals and departmental heads.

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