Foundations and Management

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Browsing Foundations and Management by Author "Kapueja, I. S."

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    Influence of teacher-principal conflict management strategies on teachers' self-efficacy in rural primary schools in the Dzindi Circuit
    (University of Zululand, 2024) Mulaudzi, Fulufhuwani Grace; Kutame, A. P.; Kapueja, I. S.
    English This study investigates the influence of teacher-principal conflict management strategies on teachers’ self-efficacy in rural primary schools within the Dzindi Circuit. Data in this constructivist study was collected through face-to-face interviews. The study utilized a homogeneous purposive sampling procedure to ensure the selection of participants with shared characteristics that are highly relevant to the research focus. Grounded in transformational leadership theory and the Thomas-Kilmann conflict management model, the study examines how principals’ approaches to resolving conflicts impact teachers’ confidence, motivation, and professional competence. The research identifies key themes, including the role of respectful communication, collaboration, and proactive conflict resolution strategies. Findings reveal that conflict management styles characterized by respect, empathy, and inclusivity significantly enhance teachers’ self-efficacy, while authoritarian or avoidant strategies contribute to emotional exhaustion, diminished morale, and a decline in teaching performance. The study also highlights the broader implications of unresolved conflicts on school climate and learner outcomes, emphasizing the need for emotionally aware and collaborative leadership practices. Based on the results, the Teacher-Principal Conflict Management and Teacher Self-Efficacy Enhancement Model (TPCM-TSEE Model) was developed. This model offers a structured framework for principals to address conflicts constructively, promoting a positive school environment and empowering teachers to achieve educational goals. The findings underscore the importance of professional development for principals in conflict resolution and emotional intelligence, as well as workshops for teachers to foster a collaborative school culture. These recommendations aim to enhance both teacher efficacy and the overall quality of education in rural schools.
University of Zululand