THE ROLE OF DEPUTY PRINCIPALS IN MANAGING CONFLICT AMONG SECONDARY SCHOOL TEACHERS IN THE LEJWELEPUTSWA DISTRICT, IN THE FREE STATE PROVINCE

Abstract

This purpose of this study was to investigate the role of the deputy principals in managing conflict among secondary school teachers in the Lejweleputswa Education District, in the Free State Province. Two questionnaires, one for the deputy principals and one for teachers, were developed. The questionnaires were administered on six deputy principals and twelve teachers from six secondary schools in Monyakeng, Nyakallong and Kutloanong townships. The qualitative approach was mainly used for the collection and analysis of data. The study revealed that conflict was common in the surveyed township secondary schools. The study found thatthe causes of conflict for the township secondary school teachers included poor communication, shortage of resources and facilities, work overload, gossiping, high rates of absenteeism and poor performance of teachers. The study further revealed that the role of the deputy principals was crucial in the handling of conflict in schools. The conflict resolution strategies commonly applied by the deputy principals included negotiations, accommodating, collaborating and compromise. However, avoiding, arbitration and competing strategies were avoided by the deputy principals. The role of the deputy principals in resolving conflict was found to focus more on building relationships and collegiality among teachers in the township secondary schools. It was recommended that schools are provided with adequate resources and facilities, as well as adequate teachers; that counseling sessions to be introduced for teachers, and that training in stress and conflict management is also introduced for township secondary school teachers. A conflict resolution model appropriate for the township secondary schools was also developed.