DYNAMICS OF CONFLICT BETWEEN SCHOOL HEADS AND HEADS: IMPLICATIONS FOR EFFECTIVE SCHOOL LEADERSHIP IN THE MINISTRY OF PRIMARY AND SECONDARY EDUCATION, MASHONALAND CENTRAL, ZIMBABWE

Authors: Temba Mangwiro & Oscar Mafengu

ABSTRACT

The research focused on the “Dynamics of Conflict in high schools between School Heads and Deputy Heads, in Mashonaland Central Province.” The study was based on two theories: Conflict Theory Framework and Transformational Leadership Theory. One of the objectives of the study was to identify sources of conflict between School Heads and Deputy School Heads in high schools. The other objective of the study’ was to come up with possible strategies for resolving conflicts between School Heads and their deputies in high schools. The researchers employed a phenomenological design. A questionnaire was employed to gather data from school leaders regarding the roots of conflict and tactics for conflict resolution between School Heads and Vice School Heads in high schools. The researchers gathered replies from individuals using a purposive sampling method. The school leaders demonstrated an impressive response rate of 89%, although the Vice School Head’s response rate was 74%. Inadequate communication, distrust, and procurement procedures are the main causes of conflict between School Heads and vice School Head chiefs, according to the study. Gender, role conflict, leadership style, and the erosion of authority are other significant factors that contribute to conflict between School Heads and Deputy Heads in High Schools. This study presents various tactics to resolve problems and enhance relationships between School Heads and their deputies, including discussion and mediation procedures, as well as the cultivation of communication skills among school leaders. The study also determined that conflicts and misunderstandings can be mitigated by explicitly defining the roles and responsibilities of School Heads and their Deputies. The report also advocated for the establishment of pathways for leadership development to enhance communication and leadership skills. Conflict can be mitigated by fostering collaboration, teamwork, and regular meetings among school staff members. Active listening and the acceptance of compromise are crucial in the decision-making process for effective conflict resolution. Effective communication of the school vision and concepts by School Heads to their subordinates is crucial for improving relationships and fostering trust according to the findings from the study.

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