International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue IV, April 2021|ISSN 2454-6186 www.rsisinternational.org Page 170 Unearthing the „Taproot‟ of Conflicts between Teachers and School Administrators and its emergent „Bitter Fruits‟ in Selected Primary Schools of Lusaka, Zambia Clement Sichalwe, Gistered Muleya & Francis Simui University of Zambia Abstract: 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. Key Words: Administrators, Conflict, Management, Resolution, Teachers, Lusaka, Zambia I. INTRODUCTION his article is an extract from the principal researcher‟s Master of Science in Peace Leadership and Conflict Resolution dissertation. The Masters programme was offered by the University of Zambia (UNZA) in collaboration with the Zimbabwe Open University (ZOU) and had been running since 2014 (Manchishi, Simui, Ndhlovu & Thompson, 2020; Simui, 2018; Simui, Kasonde-Ngandu, Cheyeka, Simwinga and Ndhlovu, 2018; Simui, Kasonde-Ngandu, Cheyeka & Kakana, 2018). Conflict has continued to be a factor in human life and as such, it presents itself even in educational institutions both in public and private sectors. To be precise, both secondary and primary schools frequently appear in the face of tension, which in turn manifest in the community. According to Meeks, Heit and Page (2005), conflict is a disagreement between two or more people or between two or more choices. This is because conflicts are events which occur due to problems in teams where individuals at times fail to work together, but would prefer to stand on their side of view on a particular issue. Similarly, Cannie (2002) referred to conflict as a disagreement or struggle between two or more people in a relationship. The definition of Cannie affirms to the fact that conflict leads things to a standstill and the end result is chaos. Deutsch (2005) argues that conflict in schools manifests itself in various forms. For Deutsch (2005), various forms of conflict in schools are such that teachers do not seem to get along with school administrators; they tend to reluctantly obey administrators; they do not seem to accept extra work given to them and they also do not seem to follow rules and regulations of school administration. Deutsch continues to state that besides issues of teachers, school administrators tend to also rule using authoritative approach, such as castigating a teacher in presences of learners, imposing extra work without considering an individual‟s personal situation, pressurizing teachers to meet deadlines for the task which might have been given at short notice and not practicing what they expect from teachers. School administrators had a huge task in handling conflict in schools, of which, those not well handled, caused disturbances in the teachers‟ lives and consequently slowed down their (teachers‟) efforts. Mensar (2007) enlightened that conflicts in schools had a terrible bearing on teaching and learning processes. Hence, there was a need to maintain peace and cooperation without disrupting the educational process. Statement of the Problem The quality of education is dependent on the availability, quality and efficiency of teachers and administrators. In the same respect, a very sound and important relationship between teachers and the school administration is ideal, if good performance is to be attained. It was not clear if conflicts existed between teachers and school administrators in schools in Lusaka, particularly Chilenje Zone. If conflicts did exist, it was not clear of types of conflict and how they were mitigated. This study therefore, explored conflicts between teachers and the school administrators in the school environment. T