An analysis of power relations in enhancing peace in selected primary and secondary schools in Mwansabombwe District, Zambia

The purpose of this study was to analyse power relations among Headteachers, PTA Chairpersons and teachers in enhancing peace in selected primary and secondary schools in Mwansabombwe district of Luapula province, Zambia.
The sample of the study comprised of 50 respondents of which two (2) were DEBS and DESO, twelve (12) were Headteachers, twelve (12) were PTA chairpersons and twenty-four (24) were class teachers. The study employed purposive sampling and systematic sampling procedures to select the twelve (12) schools and the sample from the twelve schools. Furthermore, the study used a descriptive survey research design and qualitative research methods. Interview guide and questionnaires were used to collect data. Since the data was qualitative, thematic analysis was used to analyse this data. To ensure reliability of this study, the researcher used triangulation of methods and data sources.
The study found that power relations existed in schools which were both positive and negative. Furthermore, the study revealed that power related conflicts were caused by many factors such as strong desire to hold a position, lack of effective communication, lack of trust, lack of clear roles and lack of understanding ones specified roles among different stakeholders in schools. Findings also revealed that negative power relations affected pupil academic performance due to frustrations where teachers are not given desired positions which translate into little preparation and inadequate syllabi coverage thereby putting pupils at high risk of not performing well in national examinations. The study also found that despite the presence of power related conflicts in schools, successful working relationships sometimes existed and this was possible where conflicts were resolved amicably through dialogue, negotiation, motivation and embracing every stakeholder in decision making processes. These findings have implications on relationships of the stakeholders in both primary and secondary schools. The researcher made five recommendations which were based on the findings of the study.