1887

n Journal of Educational Studies - Teacher conflict within schools in Lesotho : exploring the dynamics

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Abstract

This article presents the findings of a study that examined factors associated with teacher conflict in 16 schools in Lesotho. Teachers at the school and either the principal or the deputy principal completed a survey questionnaire. Individual interviews were held with eight teachers. The findings revealed that teachers experienced institutional, cultural and personal conflict within the school settings. The complexity of teacher conflict was evident in the intersection of factors such as educational policy, religion, cultural norms and beliefs, ideologies and social groupings within schools. The article argues that embedded in teacher conflict are forms of oppression and domination and related power struggles.

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/content/jeds/9/2/EJC160147
2010-01-01
2016-12-03
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