Title:
TEACHER-PUPIL CONFLICT IN SECONDARY SCHOOLS: EXPLANATORY TEACHERS’ NEEDS ANALYSIS IN ZIMBABWE

Authors:
Temba Mangwiro ,Zimbabwe

Abstract:
This study was motivated by the existence of reported teacher-pupil conflict in schools. Its purpose was to enhance teaching and learning interactive relation by exploring management strategies which reduce teacher-pupil conflicts. The study was guided by a qualitative research philosophy which used mixed data collection methods to capture social variables. The study design was a prescriptive seriation of three methods. First was a document analysis of school policies, rules and regulations to capture standards. This was followed by a survey to determine the problem distribution, contributing factors and possible management strategies. A self-reporting questionnaire gathered data from a stratified sample of 33 School Heads, 57 Deputy Heads, 241 Class Teachers and 274 School Prefects and 65 parents from 47 primary schools and 31secondary schools in Zimbabwe. Case studies of reported incidences were dominated by document analysis of reports and interviews for in-depth understanding. The study revealed that, Manicaland province had the highest number of teacher-pupil conflicts at secondary school level. The majority of them involved male teachers and male learners. Social factors such as Teachers’ failure to respect learners, verbal abuse and suspected favouritism practices were attached to teacher-pupil improper association. Cases linked to teachers’ poor lesson delivery included learner harassment, administering of corporal punishment and learner emotional abuse through unjustified punishments. The study deduced that young teachers have limited guidance and counselling skills ideal for adolescents. The study established the following strategic needs for the management of conflict between secondary school learners and teachers: first there is need for teacher in-service courses on adolescent class management. Course and workshop content to include human rights and conflict management. Learner participation in school governance need enhancement. Schools can improve teacher-learner communication skills and the use of collaborative decisions.