Educators' perceptions of conflict at three Northern area schools in Port Elizabeth : a case study

The researcher, who is also an educator, a School Management Team member and a union official, observed that conflict among educators at schools was a cause of concern. This situation prompted the researcher to explore how school leaders and educators perceived conflict among educators at school in order to determine the perceived possible causes of conflict, the perceived possible consequences of conflict, how conflict was currently dealt with and the perceptions regarding appropriate measures to address the handling of conflict. The research was underpinned by the interpretive paradigm and followed a case study approach that involved three primary schools residing in close proximity to one another in the Northern Areas of Port Elizabeth, South Africa. Data was collected from educators and school leaders ranging from Post Level One educators to principals and covering educators from the Foundation Phase, Intermediate Phase and Senior Phase. Data was gathered by making use of an open-ended questionnaire, semi-structured personal interviews and semi-structured focus group interviews. The findings revealed that the research participants mostly viewed conflict negatively and associated it (conflict) with disagreements, misunderstandings, verbal and non-verbal fighting, and diverse views or opinions. The possible causes as identified by the participants were categorised into data-based conflict, relationship conflict, structural conflict, interest-based conflict and needs-based conflict. Data-based conflict related to issues concerned with communication, a lack of transparency and consultation, and the spreading of gossip and untruths. Relationship conflict pertained to favouritism, not valuing the opinions of others, and a lack of respect or tolerance. Structural conflict, as highlighted by the participants, were linked to issues of management and leadership, workload allocations and time tabling, punctuality and time issues and the role and responsibilities of employees. Value-based conflict was ascribed to different beliefs and viewpoints of people and differences in valuing guidance from others. Interest-based conflict was closely connected to appointments and limited possibilities around promotion posts as well as to issues with resources. Needs-based conflict focused on individuals‟ self-esteem needs and people‟s need for power and (or) status. Conflict was also perceived as having both positive and negative consequences. Positive aspects related to improved relationships, better understanding, change and improved attitudes and the development of personal growth. Negative aspects of conflict were associated with the manifestation of defiant attitudes and intolerance, poor cooperation, the formation of groups and cliques, poor morale and work ethic, poor health and stress, absenteeism and negative effects on teaching and the learners. Regarding the handling of conflict, the findings highlighted the perception that conflict is mostly avoided and (or) inadequately handled and when it was dealt with, it was done unprofessionally and inappropriately. The findings also pertained to suggestions in dealing with conflict in an appropriate manner. Here, the following important practical ways or aspects of handling conflict were suggested, namely ensuring that aggrieved parties were provided with opportunities to raise their issues, listening with serious intent, applying confidentiality and professionalism, openness and transparency, provision of fair hearings and treatment, the utilisation of policies and procedures, the value of conflict management training and the inclusion of external intervention in resolving conflict. Various outcomes were suggested by the findings. These were linked to striving towards a win-win situation, respect and understanding for all, compromise and agreement and satisfying all parties with agreements reached. The promotion of third party intervention was emphasised, with participants highlighting the characteristics that these third parties had to reflect and the procedures which they had to follow when attempting to resolve conflicts. Recommendations are also provided. In terms of these recommendations drafted, this study concludes that the recommendations can be grouped related to professional development opportunities and policies and procedures. Finally, in exploring educators‟ perceptions of conflict in three Northern Areas primary schools in Port Elizabeth, the researcher gained valuable insights into conflict among educators at schools, which could benefit educators (teachers, SMT‟s and principals) and education in genera