Gender Differences in Managing Organisational Conflicts– The Case of Women Primary School Principals in Zimbabwe

Abstract

This paper draws from a qualitative research study done in 2004/5 in fulfilment of requirements for a doctorate project. The study focuses on the educational leadership experiences of a selected group of women school heads, (contextualised in male-dominated societal and organisational structures) in Zimbabwe. The research is critical in understanding how women primary school leaders strategise to minimise conflict in educational settings. The adoption of a qualitative methodology proved vital in terms of understanding the conflictual dilemmas in educational environments and how they were resolved. Continuous dialogue and interaction emerged as a strategy of identifying gaps and challenges in schools and as a way of negotiating and mobilising resources; transforming the school community and in the process, creating a peaceful and conducive learning atmosphere. This study generated in me an interest in developing an understanding of peace in more detail.