GENDERED CONSTRUCTED STRATEGIES IN CONFLICT RESOLUTION: CHALLENGES FACED BY FEMALE SECONDARY SCHOOL LEADERS IN CHIVI, ZIMBABWE

Abstract

This study established that gender constructed strategies to conflict resolution perpetuated gender stereotypes, debilitating the development of robust and flexible conflict resolution skills in female secondary school leaders. Using an interpretivist paradigm undergirded by qualitative research approaches, the study employed an exploratory multiple-case study research design to capture and synthesise responses from 20 teachers purposively selected from 2-day secondary schools led by female school leaders in Chivi District, Masvingo, Zimbabwe. Data were generated through in-depth face-to-face interviews with 10 participants from school management and focus group discussions, which were organised and conducted with five teachers from each secondary school. The significant findings revealed that female secondary school heads employed gendered constructed conflict resolution strategies, which included: the motherly care approach, the relational strategy, and the inclusive gender-sensitive approach. The study established that there were some challenges related to the stated gendered constructed resolution strategies.  The study proposed recommendations such as the need for female school heads, teachers, and school development committees to undergo capacity development in conflict management through workshops and short courses to empower them to identify sources of conflict and manage them before they become destructive. Further recommendations included the empowerment of school management in inclusive and transformational leadership skills to assist school management in identifying diverse skills within their teachers and ancillary staff, and ensure all stakeholders’ involvement in decision-making to circumvent conflicts.