Intrapersonal Conflict Factors of Primary School Teachers

Abstract

An essential characteristic of pedagogical activity is its conflict potential. Such specific features as high social and normative expectations and significant overloading of roles in combination with individual psychological characteristics of teacher's personality lead to the emergence or exacerbation of various intrapersonal conflicts. Unsettled conflict usually becomes a constant source of discontent with yourself and the environment, causes a high level of anxiety, starts devastating processes of emotional burnout. Therefore, it is important to provide timely assistance to teachers in situations of intrapersonal conflicts.The purpose of the article is to highlight the results of empirical identification of intrapersonal conflict factors of primary school teachers. To achieve this goal it is necessary to solve the following tasks: 1) to investigate the factors of teachers conflict behaviour at the empirical level; 2) to determine the specifics and nature of the relationship between the level and characteristics of conflict and creativity, between the motivation of achievement and development of subjective qualities of a primary school teacher.Research tools: adapted methods of K.Thomas (N.Hrishyna) on the diagnosis of the style of behaviour in a conflict situation; methods of diagnosis of personality motivation for success (T.Ehlers); methods of studying frustration reactions (S.Rosenzweig); methods of diagnostics of interpersonal relations (L.Sobchyk); A.Rukavyshnikov’s methods for the definition of mental burnout; Drawing Apperceptive Test (DAT); methods of self-actualization A.Maslow adapted by Gozman, Kroz & Latinskaya. The total number of respondents - 32 primary school teachers of secondary schools in Drohobych, Lviv region.The analysis of the obtained results showed that: 1) there are specific characteristic connections between the level and features of conflict, creativity, between the motivation of achievement and development of subjective qualities of a person; 2) internal conflict as an interpersonal phenomenon is both a personal characteristic and a determinant of social interaction. It has been found that rivalry, low verbal creativity, lack of communicative competence in combination with extrapunitive type of reactions cause increased conflict. According to the results of the researches, a significant number of primary school teachers under study (32%) have increased intrapersonal conflict. Of course, this alarming indicator prevents the establishment of optimal pedagogical communication and provokes conflict among children of primary school age.

School Teachers’ Views Towards the Effects of a Crisis on Conflicts: The Case of the Covid-19 Pandemic

“…From all these components (logistical infrastructure, regulatory framework, etc. ), particular value is attributed to its human resources (Davis & Fowler, 2020;OECD, 2019) -the differentiating factor in a school unit that contributes decisively to the optimal provision of teaching/learning (Li & Ruppar, 2021;Marzano, 2012;Papadatou & Alexopoulos & 2019).…”

“…From the above, it could be maintained that the period of the COVID-19 pandemic is likely to have reshaped the relationships of cooperation and, by extension, the number, intensity and impact of the inevitable conflicts in social organizations such as schools (see Alves et al, 2022;Klonek et al, 2021). For this reason, the investigation of conflicts and their management in primary school units during the COVID-19 pandemic emerges as extremely important, given that the educational process must be conducted within a positive working environment (Charner-Laird et al, 2017;Evans & Yuan, 2018;OECD, 2009), whether in the physical space of schools or in an e-learning collaborative environment, the presence of which is expected to grow (Baldwin-Clark, 2021;Lee, 2021). The purpose of this research is to investigate the views of teachers regarding the phenomenon of conflicts in primary school units in Greece.…”

Model of Development of Teacher’s Readiness to Work for Inclusive Education

“…To identify the peculiarities of this problem a thorough analysis of general scientific approaches to the term "readiness" has been involved. Thus, readiness as a phenomenon has been a subject of scientific research and it has been defined differently: a mental state of an individual [10] behaviour (activity) of a certain kind under the social factors influence [11]; an orientation of professionally significant and valuable qualities of personality [12]; a professional self-education of teachers as a qualitative indicator of self-regulation of human behaviour [13]; a developed system of personal attitudes related to the absence of mental stereotypes in consciousness (cognitive barriers) [14]. The analysis of psychological and pedagogical sources has shown us different approaches to a term "teacher's readiness for professional and pedagogical activities".…”

The adoption of a programme for creative development among young school-age children with regard to considerations of gender

“…As is well known, our roles differentiate the internal and external aspects of our lives. Learning gradually takes primacy after we enter school, coming with time to affect the child's entire system of relationships and changing it; the social situation of development and the social status of the child change, and new responsibilities appear, bringing with them evaluation by the outside world [11][12][13].…”

“…As a result, behaviour changes, manifesting itself in children of this age as affectation, mannerisms, artificial tension, independence and self-sufficiency, obstinacy and determination [9,11]. These behavioural reactions are temporary and stem from the transition from one age to another, but they are nonetheless unavoidably accompanied by misbehaviour, argument and heightened sensitivity to stress [12][13][14].…”