Published: DOI: Issue: - Volume 33 [Issue 4]. Box 93, Mberengwa, Zimbabwe. Introduction: Conflict is major social construct happening in most communities where people of divergent and different backgrounds finds themselves inhabiting a common environment. Schools formulate habitat with semi-seclusion from the rest of society and conflict arising needs to be managed. Also engaging is conflict resolution without taking sides in such environments where children interact with adults more frequently requires skills and training which aspects do not form part of teaching and learning curriculum.
Peri-urban schools find themselves as rich ground for conflict due to their being neither urban or rural but tend to receive influence from both settlements.
Conflict nature and conflict resolution may tend to take different forms from an aggregate of approaches seen or taken in urban and rural settings. Materials and Methods: The sample of the study comprised of eight school managers, thirty-two members of school disciplinary committee members and twenty-four junior classroom practitioners Both qualitative and quantitative approaches were used in the study.
The qualitative research design followed focused group discussions and open-ended questions fielded during interviews to school heads and school disciplinary committee members who formed the management team of the schools.
Quantitative data was obtained through closed ended questionnaires given to primary school teachers. The school teachers were selected using a stratified simple random sampling technique and purposive sampling were used to select both the school heads and the school disciplinary members. Heads of schools displayed a conflict avoidance as a conflict resolution strategy. Conflict management literature was in short supply in schools and schools rarely conducted conflict management meetings.
