Leadership, conflict, and pedagogy: A cross-sectional qualitative study on the role of management in mitigating academic disagreements that affect learning.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i9.1990

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i9.1990

Keywords:

Academic conflict, leadership in higher education, pedagogy, faculty management, conflict resolution, Collegiality, student learning outcomes, university governance

Abstract

Background
Academic conflict is an often-overlooked barrier to effective teaching and learning in higher education. Disagreements among academic staff, rooted in professional rivalry, ideological differences, and institutional pressures, can negatively affect curriculum coherence, staff morale, and student performance. The role of leadership in identifying, managing, and resolving such conflicts is essential to creating a stable academic environment.

Methods
A cross-sectional qualitative research design was employed to investigate how academic management addresses internal conflicts that influence pedagogy. Data were collected from 24 participants, comprising 12 academic staff, 6 Heads of Departments (HODs), and 6 senior faculty administrators, drawn from the Humanities, Sciences, and Education faculties at a South African university. The study utilized 18 in-depth semi-structured interviews and 2 faculty-specific focus group discussions. Thematic analysis was conducted following Braun and Clarke’s six-phase approach.

Results
The study found that academic staff often experience conflict arising from unequal workload distribution, recognition disputes, and divergent pedagogical approaches. HODs highlighted a lack of institutional tools for effective mediation, while senior administrators emphasized the absence of structured leadership development programs. Despite these challenges, faculties where proactive leadership was present, particularly in the Sciences and Education, reported improved collaboration, reduced staff tensions, and positive impacts on student learning.

Conclusion
Leadership is a critical factor in mitigating the effects of academic conflict on teaching and learning. While conflict is inevitable in collaborative environments, its impact can be significantly reduced through strategic and empathetic management practices.

Recommendations
Higher education institutions should invest in leadership development programs focused on emotional intelligence, conflict resolution, and inclusive decision-making. Policies promoting transparency, peer dialogue, and early intervention mechanisms should be institutionalized to enhance pedagogical effectiveness and academic harmony.

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

References

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