Conflicts Management Model in School: A Mixed Design Study

Abstract

<p>The object of this study is to evaluate the reasons for conflicts occurring in school according to perceptions and views of teachers and resolution strategies used for conflicts and to build a model based on the results obtained. In the research, explanatory design including quantitative and qualitative methods has been used. The quantitative part of the research has been designed as the relational quantitative model. Data have been collected from 216 teachers working in the province of Sivas through the Scale of Reasons for Conflicts and the Scale of Resolution Strategies. The qualitative part of the research has been conducted in conformity with the case study design. Data has been gathered from 20 teachers working in the province of Sivas through open-ended questions. According to the research findings, the reasons for conflicts occurring in school has been diversified based on the way of doing things, individual differences and school management. The strategies for conflict solution used by the teachers vary according to school shareholders in which they experience conflict. Furthermore, findings have been obtained regarding that there is not any common management policy in the school. In this context, “Management Model for Conflict in School” for building conflict management culture in the school has been made.</p>

Teachers’ patterns of management of conflicts with students: A study in five European countries

“…Indeed, teachers are constantly involved into negotiation processes, and their responses to potential conflicts with students are constantly influenced by the specific feature of teachers' role as accountable for classroom management and by the different declinations of the dimensions of concern for self and concern for others within teacher-student interactions (i.e., Superior-Subordinates relationships). From this perspective, research highlighted that teachers may use different strategies to efficiently handle conflicts with students (Claessens et al, 2017;Doğan, 2016;Morris-Rothschild & Brassard, 2006), and they can recur to: Integrating strategies (e.g., reasoning with the student inside or outside the classroom setting; involving the student in individual and group settings to discuss the student's behaviour); Compromising strategies (e.g., reasoning and discussing issues and problems with the student and/or with the whole class to explore new possible solutions and ways to deal with the individual and relational difficulties emerged); Obliging strategies (e.g., accommodating and/or deliberately ignoring Teachers' Patterns of Conflict Management 114 minor disruptions or infringements); Avoiding strategies (e.g., delaying discussion and confrontation concerning individual and relational difficulties emerged; sending the student to the deputy principal); and, finally, Dominating strategies (e.g., issuing a verbal reprimand; asking student to withdraw from the class; requesting periods of school suspension).…”

“…In this direction, a study conducted by Doğan (2016) proposed an application of the Rahim' Model (Rahim, 1983a(Rahim, , 1983b(Rahim, , 2001Rahim & Bonoma, 1979) to explore conflicts occurring in school according to perceptions and views of teachers and the resolution strategies they adopt to deal with them. The study revealed that teachers were more frequently induced to adopt a dominating style to handle conflicts with students, due to their perception of the necessity to express their authority to efficiently managing conflicts with students of the new generation.…”

Conflict Management Styles Used by Teachers at Public and Private Sector Universities of Lahore

“…Conflict management is the technique used extensively in order to eliminate problems and disturbances, either in organizations or in personal relations. Most of the time, conflict is harmful for organizational structure; although occasionally conflict affects the relationship positively and constructively in order to enhance integration in relationship, parties, and organizations (Dogan, 2016). Conflicts with positive effects are labeled as functional conflicts and those with negative effects are labeled as dysfunctional conflicts (Ud Din, Khan, Rehman & Bibi, 2011;Cacioppe & Mock, 1984).…”

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

“…However, the studies carried out concerning conflicts between teacher and students are quite limited (Dogan, 2016). Based on quantitative data, the researcher has argued that teachers tend to apply respectively domination, reconciliation, integration, avoidance and compromise strategies for the resolution of conflicts experienced between a teacher and a student.…”