A Training Programme for Support Teachers: collaborative consultation and conflict management

Fields, Barry A.

doi:10.1080/0305763960220307

Cited by 5 publications

(5 citation statements)

References 13 publications

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“…Organizational psychology is critically important for human resource management and can be acquired only through appropriate training and development in collaborative consultation (Chen et al, 2005; Eckman, 2004; Engle and Nehrt, 2011; Fields, 1996; Hendel et al, 2005; Jordan and Troth, 2004; Mullins, 2007; Robbins and Judge, 2010; Tjosvold, 2008; Tjosvold and Ding, 2001; Tjosvold and Su Fang, 2004; Walton, 1987). Only when the development of school leaders is accompanied by competitiveness in terms of knowledge and abilities, collaborative and conceptual skills will the potential benefits of school conflicts be harnessed for a more productive school system.…”

Section: Discussionmentioning

confidence: 99%

Conflicts in schools, conflict management styles and the role of the school leader

Saiti¹

2014

Educational Management Administration & Leadership

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Conflict may occur in any organization (and hence school) and, for schools, conflict management style is a joint activity and the degree of its effectiveness determines the type of impact of conflict on school performance. This empirical study investigates the potential sources of conflict in Greek primary schools, determine appropriate approaches for the handling of conflicts and offers recommendations, based on the findings, for a more creative conflict management style in order to enhance school performance. Anonymous questionnaires were distributed to primary school educators in two Greek regions, one of which was the metropolitan area of Athens, resulting in a sample of 414 completed questionnaires. The results showed that school conflicts often arise in the school and that when school conflicts did occur they were mainly attributed to both interpersonal and organizational reasons. Moreover, the results showed that there is a greater likelihood for these conflicts to arise in urban schools than in other regions. This study supports the view that integration, collaboration and coherence are the key factors for cultivating a constructive conflict management strategy and enhancing better school performance.

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Section: Discussionmentioning

confidence: 99%

Conflicts in schools, conflict management styles and the role of the school leader

Saiti¹

2014

Educational Management Administration & Leadership

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“…Therefore the role of the ST-LD would be to support the general classroom teacher and this would require the skills of collaboration and communication. ' Fields (1996) proposed that the working relationship between class teachers and support personnel requires appropriate communication and interpersonal skills. Bines and Thomas (1994) cited in Fletcher-Campbell arid Cullen (2000) concluded that support teachers need to work within a framework of co-operation, flexibility, creativity, effective communication and management, and resolution of conflicts of view, interests and resources.…”

Section: Discussionmentioning

confidence: 99%

“…Collaboration between Support Teachers-Learning Difficulties (ST-LDs) and general classroom teachers has been fraught with problems (Fields, 1996). When collaborative work between general classroom teachers and support stall' was not ensured it was the pupil who was disadvantaged (Fletcher-Campbell & Cullen, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Forlin (2001) reported that withdrawing students from the general class was still the most popular method of support provision; this may be a result of the reported problems that these particular teachers experienced in undertaking collaborative planning. Collaborative planning requires a working relationship based on good communication and interpersonal skill (Fields, 1996) but these attributes are not included in the lists of responsibilities.…”

Section: Introductionmentioning

confidence: 99%

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The attributes of a successful Learning Support Teacher in Australian inclusive classrooms

Fielding‐Barnsley

2005

Research in Spec Educ Needs

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This study used focus groups to investigate 18 general classroom teachers’ and 12 learning support teachers’ conceptions of the attributes of successful learning support teachers. Based on the attributes emerging from the focus groups, a 20‐item questionnaire was designed consisting of statements in four categories: Knowledge and Experience; Organisational Skills; Communication; and Personal Traits. The questionnaire was completed by 117 teachers. Results indicated that there was agreement between the focus groups and teachers who responded to the questionnaire. However, there was a mismatch between learning support teachers and classroom teachers as to what they regarded as being the most important attributes. Learning support teachers indicated that Knowledge and Experience was the most important attribute but this same category was not rated as highly by general classroom teachers. In the total sample of teachers, Personal Traits was rated significantly higher than the other three categories. Communication was ranked second which was significantly higher than Organisational Skills.

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“…In the past two decades, some studies found that the majority of teachers showed a preference for the avoiding and compromising styles of conflict management in school environment (McMullen, 1994;Fields, 1996). Another research indicated that a majority of teachers prefer conflict styles that place the needs of relationships above their own, while variables such as gender, overseas experience, and teaching area have an impact on conflict management styles (Mahon, 2009).…”

Section: Conflicts and Conflict Managementmentioning

confidence: 99%

Emotional Intelligence and Workplace Conflict Resolution: The Case of Secondary Education Teachers in Greece

Skordoulis

Liagkis

Sidiropoulos

et al. 2020

IJRES

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The aim of this paper is to examine the relationship between emotional intelligence and conflict resolution among secondary education teachers in Greece. The research sample consists of 130 high schools’ teachers in Greece. Data were collected using a structured questionnaire, concerning teachers’ working environment, their behavior during workplace conflicts as well as their emotional intelligence and were analyzed using descriptive and inductive statistics. The statistical analyses have revealed that the main reason for workplace conflicts in secondary schools is the existence of informal groups. In addition, emotional intelligence seem to have a direct relationship with conflict resolution styles, while a negative relationship between emotional intelligence and the frequency of involvement in workplace conflicts is observed. Furthermore, it was found that holding a position of responsibility does not play a significant role in conflict resolution style adoption. The research results show that the solution-oriented method is the most popular amongst the other conflict resolution styles. Last, it was found that the average score of emotional intelligence among the respondents was high.

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A Training Programme for Support Teachers: collaborative consultation and conflict management

Cited by 5 publications

References 13 publications

Conflicts in schools, conflict management styles and the role of the school leader

Conflicts in schools, conflict management styles and the role of the school leader

The attributes of a successful Learning Support Teacher in Australian inclusive classrooms

Emotional Intelligence and Workplace Conflict Resolution: The Case of Secondary Education Teachers in Greece

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