Facing Conflicts and Violence in Schools – A Proposal for a New Occupation: The Mediation Counsellor

Hojbotă, Ana Maria; Butnaru, Simona; Rotaru, Carmen; Tiță, Silviu Mihail

doi:10.1016/j.sbspro.2014.07.698

Cited by 9 publications

(7 citation statements)

References 1 publication

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“…The findings also indicated that primary school teachers believe that the most frequent type of school conflicts is among students (either between two students or among groups of students). Previous researches on school conflicts and their types have also observed a high frequency of conflicts among students (Hojbota, Butnaru, Rotaru, & Tita, 2014;Mavridou, 2017;Papadopoulou, 2017;Shahmohammadi, 2014). An equally interesting result of this study was that intra-organizational/internal conflicts are rare; that is, conflicts among school personnel (teacher-teacher, teacherschool leader, groups of teachers etc).…”

Section: Discussionsupporting

confidence: 57%

Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context

Manesis¹,

Vlachou²,

Mitropoulou³

2019

EUROPEAN J ED RES

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Conflicts are an inevitable phenomenon within organizations. The organization of interest in this study is the elementary school and the conflicts that may emerge into its context. There are many types of conflicts and their consequences vary; there are positive consequences, but also negatives ones. When teachers are to express their opinions on conflicts, they think that conflicts happen often enough, and they recognize both their negative and positive effects. The present study examined teachers' perceptions on the frequency of certain types of school conflicts and their consequences. The researchers asked teachers working in public elementary schools in Achaia Prefecture, Greece. Personal characteristics of the study's participants such as age, gender, years in service and teaching specialization were also taken into consideration. It was found that a small percentage of teachers believed that conflicts happen very often. In general, teachers thought that negative consequences are more frequent than positive ones, even though, they recognized the beneficial aspect of conflicts. Lastly, the teachers' groups that were formed based on participants' characteristics showed significant differences. Study's limitations along with suggestions for future research are also discussed.

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Section: Discussionsupporting

confidence: 57%

Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context

Manesis¹,

Vlachou²,

Mitropoulou³

2019

EUROPEAN J ED RES

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“…The most frequent school conflicts occur between studentsstudents and students-teachers (Hojbotãa et al, 2014). In that way, Shahmohammadi (2014) indicated the conflicting attitudes of students that include a wide range of unacceptable behaviors such as lack of classroom participation, causing and disrupting peers and situations of violence (e.g., verbal: offending peers; and physical: destroying school facilities and equipment, as well as peer materials).…”

Section: Conflict On the Teacher-student Relationshipmentioning

confidence: 99%

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

Valente

Lourenço

2020

Front. Educ.

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Distinct studies showed a positive relationship between emotional intelligence and conflict management. However, there is a lack of research on how teachers' emotional intelligence influences conflict management in the classroom. Since much more needs to be learned about how teachers' emotional skills related to classroom practice, this research has emerged, and the purpose went to examine how teachers' emotional intelligence influences classroom conflict management. Moreover, the relationship between gender, teaching experience, and academic training with teachers' emotional intelligence was also analyzed. The sample comprised of 382 Portuguese teachers. The Emotional Skills and Competence Questionnaire for Teachers, the Rahim Organizational Conflict Inventory II-Portuguese Version in School Context, and a personal and professional data inquiry were been used as instruments. Structural equation modeling showed that teachers who tend to have higher levels of emotional intelligence employ more integrating and compromising strategies for conflict management, therefore constructively managing conflict in the classroom. In light of these findings, emotional skill programs should be included in teachers' academic training to promote their emotional intelligence and give them tools to constructively manage classroom conflict.

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“…School conflict is defined as the disagreement between individuals or groups regarding ideas, interests, principles, and values within the school community, perceiving the parties their interests as excluded, although they may not be [13], being that the most frequent school conflicts occur in the relations between student-student and between student-teacher [14].…”

Section: School Conflictsmentioning

confidence: 99%

School Conflicts: Causes and Management Strategies in Classroom Relationships

Valente¹,

Lourenço²,

Zsolt³

2022

Interpersonal Relationships

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Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers’ initial training the conflict management skills development.

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Facing Conflicts and Violence in Schools – A Proposal for a New Occupation: The Mediation Counsellor

Cited by 9 publications

References 1 publication

Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context

Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

School Conflicts: Causes and Management Strategies in Classroom Relationships

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