Unearthing the ‘Taproot’ of Conflicts between Teachers and School Administrators and its emergent ‘Bitter Fruits’ in Selected Primary Schools of Lusaka, Zambia

This study used a metaphor of a tree ‘taproot’ and its emergent ‘fruits’ to explored conflicts between teachers and school administrators in Selected Primary Schools in Chilenje Zone of Lusaka District. Qualitative research approach anchored on a Case study design with a sample size of 30 participants from 5 primary schools was applied. Key Findings revealed that absenteeism, late reporting for work, inadequate communication, lack of resources, favouritism, not observing time within schools, beating of learners and delays in submitting teaching files were sources of conflict in primary schools. Resultant effect of conflict on teaching and learning processes included: poor results from the school, frustrations by both teachers and school administrators, lack of school development and lack of proper learner direction in schools. The study recommended Ministry of General Education to (i) introduce peace and conflict studies in primary schools, (ii) District Education Board Offices to organise seminars to improve good working relationship, (iii) conflict resolution strategies to be taught in schools as a way of addressing grievances, and (iv) engage teachers in decision making processes