Educational Planning & Administration

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Browsing Educational Planning & Administration by Subject "Conflict management--Schools"

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    Conflict management as perceived by secondary school principals in the Natal region of the Department of Education and Training
    (1994) Mlambo, Siphiwengesihle Thamsanqa Eustace; Thembela, A.J.
    In this dissertation conflict is accepted to refer to divergent perceptions about a situation or issue. These perceptions which are inevitable have both; (i) the potential of promoting disordelines, ineffectiveness and inefficiency; and (ii) the potential for promoting order, effectiveness and efficiency. Conflict may have costs or benefits. The importance of conflict management as a management function should be appreciated against the background of what conflict is capable of contributing for and/or against the school. Conflict management in this dissertation therefore means a process or resolving excessive conflict without discouraging a reasonable sharing of different ideas for the best result. It refers to controlling the amount of conflict required for the school to perform in an orderly manner, efficiently and effectively. It is against this background that the rearcher embarked upon this study. He had observed that in secondary schools conflict seem to be always unproductive, for example boycott of classes, vandalism, violence on school premises, etc. These instances of conflict result in poor performance, high drop-out rate, withdrawal of parents from school matters, demotivation and non effective functioning of the school. The researcher purpoted to describe the secondary school principal's perception of conflict as it influences their perception of conflict management. He assumed that these principals perceived conflict negatively and they consequently perceived conflict management as conflict resolution. Research revealed that 51% of the principals actually perceived conflict negatively, that is, as a bad element that brings about chaos in the school, and consequently 53% actually perceived conflict management as conflict resolution. The researcher conceded that the perception of conflict does not always influence the perception of conflict management, for example the number of principals that perceived conflict management as conflict resolution dropped by 4% from those that perceived conflict negatively. Factors like qualification, school enrolment and actual experiences of conflict were also found to be influential in the perception of conflict and its management. The researcher concluded that secondary school principals in the Natal Region perceived conflict negatively and as a result they perceive conflict management as conflict resolution. He then identified a need for further education and training of school principals in the aspect of conflict management. Principals need to appreciate that conflict is not only inevitable but infact necessary for ensuring the development of the school and improving the quality of its service. If conflict is less than moderate it should be stimulated. Excessive conflict is dangerous for the school. It promotes disorder which results in inefficiency and ineffictiveness. If it is more than moderate it should be resolved.
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    Conflict management in staff-employer relations in education
    (1996) Hlatshwayo, Herbert Mthandeni.; Ngcongo, R.G.P.
    This study investigated the management of staff-employer conflict in schools in KwaZulu-Natal. The researcher has identified various approaches to conflict management in schools and has indicated implications of each approach in staff employer relations and in the education of students. The research has also highlighted, through a careful application of content analysis of cases of conflict, the significance of useful conflict management and resolution methods. Examples of these approaches are consensus and collaboration. Furthermore, the study has offered a review of the Education Labour Relations Act (Act 146 of 1993). This Act is pertinent to conflict management in South Africa. Finally, the research recommends that effective approaches to conflict management be used by superintendents of schools, principals and the Department of Education to facilitate the satisfaction of needs of people involved including those of students.
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    Participative decision making and conflict management in schools
    (1999) Mpungose, Bongani Phumlani; Ngcongo, R.G.P.
    This research examined participative decision making and conflict management in schools. The researcher made use of questionnaires to gather data on whether educators participated in decision making. He also examined whether the assumption that teacher involvement in decision making reduces conflicts in schools was true. It became clear from the study that despite efforts by the Department of education to involve all stakeholders in decision making in schools, it is still apparent that not all principals are prepared to involve educators in decision making processes. This research study is aimed at creating awareness on the importance of inclusion/ involvement of educators in decision making as prescribed by the South African Schools Act of 1996.
University of Zululand