scholarly journals Investigating primary school teachers’ perception of conflict management strategies used by principalsÖğretmen görüşlerine göre ilköğretim okul yöneticilerinin kullandıkları çatışma yönetimi stratejileri

2015 ◽  
Vol 12 (2) ◽  
pp. 1734
Author(s):  
Osman Titrek ◽  
Muammer Maral ◽  
Deniz Barut Kızılkaya
Keyword(s):  
Conflict Management ◽  
Marital Status ◽  
Primary Schools ◽  
School Administrators ◽  
Management Strategies ◽  
Educational Status ◽  
Conflict Management Styles ◽  
Conflict Situations ◽  
Significant Difference ◽  
Descriptive Survey

<p>The purpose of this study is to determine which and how often conflict management strategies are used in case of any conflict situations by school principals attending primary schools. This study aims to identify to what extent the school administrators use the strategies of integration, reconciliation, compromise, domination and avoidance when handling conflicts and whether there are differences based on factors including teacher’s gender, marital status, or whether they assume a role in management, or the rank of their position, their age, educational level and seniority. 300 teachers attending primary and middle schools in Kağıthane, Istanbul were administered the “Conflict Management Styles Survey” as part of the research which was conducted using the descriptive survey model.  The results of the study showed that the school principles use the integration strategy the most; there is no significant difference in the opinions of teachers based on factors such as gender, marital status, management experience, or educational status; there is a significant difference in the feedback on integration and reconciliation strategies based on the factor of rank of position held; and there is a significant difference in the feedback from teachers about integration, avoidance and reconciliation strategies both based on the factor of age and factor of seniority.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı, ilköğretim okullarında görev yapan öğretmenlerin görüşlerine göre okul müdürlerinin herhangi bir çatışma durumunda çatışma yönetim stratejilerinden hangilerini ne kadar sıklıkla kullandıklarını, okul yöneticilerinin çatışmaları yönetirken tümleştirme, uzlaşma, ödün verme, hükmetme ve kaçınma stratejilerini ne derece kullandıkları, öğretmenlerin cinsiyet, medeni durum, yöneticilik görevi yapıp yapmadıkları, görev yaptıkları kademe, yaş, eğitim düzeyi, kıdem değişkenlerine göre bir farklılık olup olmadığı belirlenmeye çalışmaktır. Betimsel tarama modeli ile gerçekleştirilen bu araştırmada İstanbul ili Kağıthane ilçesindeki ilkokul ve ortaokullarda görev yapan 300 öğretmene “Çatışma Yönetim Stilleri Anketi” uygulanmıştır.  Araştırmanın sonucunda okul müdürlerinin en çok tümleştirme stratejisini kullandıkları, cinsiyet, medeni durum, yöneticilik tecrübesi, eğitim durumu değişkenlerine göre öğretmenler görüşleri arasında anlamlı bir farklılığın olmadığı, görev yapılan kademe değişkenine göre tümleştirme ve uzlaşma stratejilerine ilişkin görüşlerde anlamlı farklılığın olduğu, hem yaş değişkenine hem de kıdem değişkenine göre tümleştirme, kaçınma ve uzlaşma stratejilerine ilişkin öğretmen görüşleri arasında anlamlı farklılığın olduğuna ulaşılmıştır.</p>

scholarly journals Assessment of the management skills and skills of affecting teachers of primary school directors by teachersİlkokul müdürlerinin yönetim ve öğretmenleri etkileme becerilerinin öğretmenler tarafından değerlendirilmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 4520 ◽  
Author(s):  
Latife Kabaklı Çimen ◽  
Eren Gezer
Keyword(s):  
Primary School ◽  
Marital Status ◽  
Primary Schools ◽  
Personal Information ◽  
Educational Status ◽  
Management Skills ◽  
School Directors ◽  
Significant Difference ◽  
Screening Study ◽  
High Level

In addition to many factors determining the quality of education in educational institutions, the skills of education managers to manage the institution and affect teachers are also important. This study was carried out in order to determine the management skills and skills of affecting teachers of primary school directors in line with teacher opinions. The study group consists of 367 teachers working at state primary schools in Tuzla district of Istanbul province in the 2013-2014 academic year. The study is a screening study of the relational comparison type.The “Scale of School Principals’s  Teachers Affect” which was developed by Uygun (2006), "Management Skills Scale" adapted to Turkish by Şekerci (2006) and the “Personal Information Form” were used in the study in order to collect data.The results of this study show that the management skills of school directors are perceived by teachers at a high level. While the management skills of school directors perceived by teachers do not vary by the gender, age, marital status, seniority, grades taught and educational status of the teachers, a significant difference was determined by the variable of the region of education.It was seen that the skills of school directors to affect teachers are at the intermediate level according to the teacher perception. While there was no significant difference between the skills of school directors to affect teachers and the gender, marital status, the grades taught and educational status of the teachers, a significant difference was found by age and seniority. It was determined that as the management skills of school directors increased their scores of affecting teachers increased and there was a significant positive relationship between them. ÖzetEğitim kurumlarında eğitimin niteliğini belirleyen birçok faktörle birlikte eğitim yöneticilerinin kurum yönetimi becerileri ile öğretmenleri etkileme becerileri de önemlidir. Bu araştırma, ilkokul müdürlerinin yönetim ve öğretmenleri etkileme becerilerini öğretmen görüşleri doğrultusunda belirlenmek amacıyla yapılmıştır. Çalışma grubu 2013-2014 eğitim-öğretim yılında İstanbul İli Tuzla İlçesi devlet ilkokullarında görev yapan 367 öğretmenden oluşmaktadır. Araştırma ilişkisel karşılaştırma türünde bir tarama çalışmasıdır.Araştırmada veri toplamak amacıyla Uygun (2006) tarafından geliştirilen “Okul Müdürlerinin Öğretmenleri Etkileme Ölçeği”,  Şekerci (2006) tarafından Türkçeye uyarlanan “Yönetim Becerileri Ölçeği” ve “Kişisel Bilgi Formu”  kullanılmıştır.Bu araştırmanın sonuçları, okul müdürlerinin yönetim becerilerinin öğretmenler tarafından yüksek düzeyde algılandığını göstermektedir. Öğretmenlerin algıladıkları okul müdürlerinin yönetim becerileri öğretmenlerin cinsiyet, yaş, medeni durum, kıdem, okuttuğu sınıf ve eğitim durumlarına göre değişmezken; eğitim bölgesi değişkenine göre anlamlı farklılık belirlenmiştir.Okul müdürlerinin öğretmenleri etkilemeleri becerilerinin öğretmen algısına göre orta düzeyde olduğu görülmüştür. Okul müdürlerinin öğretmenleri etkileme becerileri ile öğretmenlerin cinsiyet, medeni durum, okutulan sınıf ve eğitim durumuna göre anlamlı farklılık bulunmazken; yaş ve kıdeme göre anlamlı fark bulunmuştur. Yönetim becerileri arttıkça okul müdürlerinin öğretmenleri etkileme puanlarının arttığı ve aralarındaki pozitif yönde anlamlı ilişki olduğu belirlenmiştir.

scholarly journals The corelation between classroom teachers’ using methods in coping with unwanted student behaviors and self-efficacy

2020 ◽  
Vol 17 (4) ◽  
pp. 1177-1203
Author(s):  
Hüseyin Aslan ◽  
Semanur Alpaslan
Keyword(s):  
Classroom Management ◽  
Marital Status ◽  
Self Efficacy ◽  
Primary Schools ◽  
Educational Status ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Classroom Teachers ◽  
Significant Difference ◽  
Service Duration

The aim of this study was to determine the relationship between the coping strategies used by the class teachers and the self-efficacy perceptions. The research has been conducted in relational survey method. The universe of the research is composed of class teachers working in the primary schools in the provincial centers of Samsun in the academic year of 2018- 2019. In the study, has been used ”the scale of determining strategies used by pre-school teachers against undesired behaviors in classroom management, developed by Keleş (2015) and teacher self-efficacy scale prepared by Çapa, Çakıroğlu and Sarıkaya (2005). The research was carried out with the participation of 528 classroom teachers. The data collection tool consists of three parts. For statistical analysis, ”SPSS 24.0 for Windows“ was used. Descriptive statistics, mann whitney u test, kruskal wallis h test and correlation analysis has been used to analyze the data. As a result of the study, it is found that classroom teachers are generally “indecisive” in coping with unwanted behaviors, and self-efficacy belief levels11 were “quite sufficient” for the whole scale. In addition, it was determined that teachers with high self-efficacy mostly used reality therapy / control model in coping with undesirable behaviors, and at least the safest discipline model and social discipline model were used. Therefore, there is a significant relationship between classroom teachers' self-efficacy beliefs and methods used to deal with unwanted behaviors. Methods used by teachers to deal with unwanted behaviors; There were significant differences between marital status, educational status, professional seniority and service duration in the institution. On the other hand, it was concluded that there was no significant difference according to gender variable. While teachers' self-efficacy beliefs differed significantly according to gender, professional seniority; It was concluded that there was no significant difference between marital status, educational status and service duration variables in the institution. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bu araştırma, sınıf öğretmenlerinin karşılaştıkları istenmeyen öğrenci davranışlarına karşı kullandıkları baş etme yöntemleri ile öz yeterlilik algıları arasındaki ilişkiyi belirlemek amacıyla yapılmıştır. Araştırma ilişkisel tarama modelinde gerçekleştirilmiştir. Araştırmanın evrenini, 2018-2019 eğitim-öğretim yılında, Samsun ili merkez ilçelerindeki ilkokullarda görev yapan 1481 sınıf öğretmeni oluşturmaktadır Araştırmanın örneklemini ise evren içerisinden rastgele örnekleme yöntemiyle seçilmiş olan 528 sınıf öğretmeninden meydana gelmektedir. Araştırmada veri toplama amacıyla Keleş (2015) tarafından geliştirilen “Okul Öncesi Öğretmenlerinin Sınıf Yönetiminde İstenmeyen Davranışlara Karşı Kullandığı Stratejileri Belirleme Ölçeği” ve Türkçe için geçerlik ve güvenirlik çalışması Çapa, Çakıroğlu ve Sarıkaya  (2005)  tarafından yapılan  “Öğretmen Öz Yeterlilik Ölçeği” kullanılmıştır. İstatistiksel çözümlemelerde “SPSS 24.0 for Windows” paket programı kullanılmıştır. Araştırma verilerinin analizinde betimsel istatistikler, Mann-Whitney-U testi ve Kruskal Wallis testi ile korelasyon analizleri kullanılmıştır. Araştırma sonucunda, sınıf öğretmenlerinin istenmeyen davranışlarla  orta  düzeyde başettikleri, öz yeterlilik inanç boyutu bakımından ise öğretmenler kendilerini “oldukça” düzeyinde başarılı görmüşlerdir. Ayrıca öz yeterliliği yüksek olan öğretmenlerin istenmeyen davranışlarla baş etmede en çok gerçeklik terapisi/kontrol modelini kullandıkları, en az ise güvengen disiplin modelini ve sosyal disiplin modelini kullandıkları belirlenmiştir. Dolayısıyla sınıf öğretmenlerinin istenmeyen davranışlarla baş etmede kullandıkları yöntemler ile öz yeterlilik inançları arasında anlamlı bir ilişki olduğu görülmüştür. Öğretmenlerin istenmeyen davranışlarla baş etmede kullandıkları yöntemler; medeni durum, eğitim durumu, mesleki kıdem ve kurumdaki hizmet süresine göre anlamlı farklılık gösterirken; cinsiyet değişkenine göre anlamlı bir farklılık göstermediği sonucuna ulaşılmıştır. Öğretmenlerin öz yeterlilik inançları; cinsiyet, mesleki kıdeme göre anlamlı farklılık gösterirken; medeni durum, eğitim durumu ve kurumdaki hizmet süresi değişkenlerine göre anlamlı bir farklılık göstermediği sonucuna ulaşılmıştır.

scholarly journals Headteachers Conflict Management Styles and Teachers Job Satisfaction in Malaysian Primary Schools

2017 ◽  
Vol 1 (2) ◽  
pp. 38 ◽  
Author(s):  
Mohd Izham ◽  
Nurul Sahadila ◽  
Aida Hanim
Keyword(s):  
Job Satisfaction ◽  
Conflict Management ◽  
Leadership Training ◽  
Primary Schools ◽  
Demographic Characteristics ◽  
Management Styles ◽  
Head Teachers ◽  
Conflict Management Styles ◽  
Significant Difference ◽  
Future Policy

The purpose of this study was to investigate the conflict management styles among head teachers and the relationships between the styles and teachers job satisfaction. The study also examined the head teachers conflict management styles and teachers job satisfaction based on the demographic characteristics. A questionnaire was administered to 120 respondents in 5 primary schools in the district of Tampin, Malaysia. Descriptive and Manova statistics were used to examine the levels and differences of conflict management styles used among head teachers and teachers job satisfaction in terms of their demographic characteristics. The findings showed that the head teachers used all the five conflict management styles: cooperating style, adapting style, compromising style, bargaining style, and problem-solving style. Most head teachers preferred cooperating style as compared to bargaining style. Further, the findings showed that there was no difference for all the five conflict management styles in relation to the head teacher demographic characteristics. However, the findings showed that there was a significant difference for teachers job satisfaction in terms of years of service and no difference for teachers job satisfaction in terms of other demographic characteristics. Implications for all policymakers to improve future policy related to leadership training for all head teachers in schools were discussed.

scholarly journals TOWARDS UNDERSTANDING OF WORKPLACE CONFLICT: AN EXAMINATION INTO CAUSES AND CONFLICT MANAGEMENT STRATEGIES

2021 ◽  
Vol 16 (1) ◽  
pp. 7-18
Author(s):  
Dana Egerová ◽  
Lucie Rotenbornová
Keyword(s):  
Content Analysis ◽  
Conflict Management ◽  
Thematic Analysis ◽  
Management Strategies ◽  
Management Styles ◽  
Workplace Conflict ◽  
Conflict Management Styles ◽  
Conflict Situations ◽  
Written Assignments ◽  
Poor Management

Workplace conflict is regarded as a naturally and unavoidably occurring phenomenon in today's organisations. To identify the causes of workplace conflict it is critically important to determine appropriate conflict management strategies and effectively manage conflict. The purpose of this study was to explore causes of interpersonal conflicts between managers and employees and the conflict management styles used to handle these conflicts. A qualitative approach including thematic analysis and content analysis was employed. The thematic analysis was carried out to explore the themes concerning causes of conflicts between managers and employees. The content analysis was used to identify the conflict management styles. The data for both analyses included 47 individual written assignments describing conflict situations between managers and employees. Four general themes including poor management, manager personality, poor communication and differences in views emerged from the thematic analysis. Each theme also encompassed a number of subthemes. The findings of the content analysis showed that fight was the most adopted style used by both male and female managers. The findings also revealed that three styles emerge as the most frequently adopted by employees including avoidance, adaptation, and collaboration. The practical implications and limitations of this study are discussed. Keywords: causes of conflict, conflict management styles, gender, qualitative analysis, workplace conflict

THE EMPATHY LEVELS OF WOMEN PLAYING IN BASKETBALL LEAGUES

2020 ◽  
Vol 6 (25) ◽  
pp. 760-768
Author(s):  
Nida Gencer ÖZKAN ◽  
◽  
Tülin ATAN
Keyword(s):  
Marital Status ◽  
Leadership Style ◽  
Female Athletes ◽  
Educational Status ◽  
Basketball Players ◽  
Coaching Behaviors ◽  
Significant Difference ◽  
Women's Basketball ◽  
Coaching Behavior ◽  
And Behavior

The aim of this study was to investigate the basketball players’, active in Turkey Women’s Basketball Super and 1st Leagues, empathy levels according to their marital status, educational status in addition to age and marital status of their coach; and to evaluate leadership characteristics and behavior of their coaches according to athlete’s perception. Another aim was to analyze the relation between empathy levels of the athletes and athletes’ perception of coaching behavior. 264 (age; 24.61±5.53 year) female athletes playing in Turkey Women’s Basketball Super and 1st Leagues participated in this study. Leadership Scale for Sports (LSS)-version of Athletes’ Perception of Coaching Behavior that developed by Chelladurai and Saleh, and adapted by Tiryaki and Toros in 2006 was used as data collection tool. Athletes’ perceptions of leadership style and behavior of their coach were evaluated in five different factors. A five-factor solution with 40 items describing the most salient dimensions of coaching behavior was selected as the most meaningful. Empathy levels of the athletes were determined by using Emphatic Tendency Scale which was developed by Dökmen (1988) and composed of 20 items. Empathy levels of the athletes showed no statistically significant difference in terms of any variable (p>0.05). There was no statistically significant difference in athletes’ perceptions of coaching behaviors in terms of marital status of the athlete and age of their coach (p>0.05). In terms of educational status of athletes and marital status of their coach, there were statistically significant differences in athletes’ perceptions of coaching behaviors (p<0.05 and p<0.01). Positive and meaningful correlation was found between empathy scores of the athletes and training and instruction behavior (r=.172**) and autocratic behavior (r=.154*) of the coach (p<0.05 and p<0.01). Educational status of the athletes and marital status of their coach are influental in athletes’ evaluation of their perceptions of coaching behavior. Empathy levels of the athletes are related to their perceptions of coaching behavior.

Conflict Management Styles of Secondary School Administrators in Cagayan Province, Philippines

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
WILMA P. AZURIN
Keyword(s):  
Secondary School ◽  
Conflict Management ◽  
School Administrators ◽  
School Setting ◽  
School Administrator ◽  
Future Research ◽  
Management Styles ◽  
Conflict Management Styles ◽  
Secondary School Administrators ◽  
Private And Public

Conflict is a reality in everyone’s life and it must be considered as a natural process that occurs daily. The study perceives that the conflict management styles of secondary school administrators are greatly dependent on the source of conflicts and identities of people in the educational environment. The process of exploring these perspectives will be a review of research and literature related to conflict managementin all facets of life especially in the school setting. The main objective of the study is to determine the conflict management styles of school administrators in the public secondary institutions in the province of Cagayan. The descriptive research design was used in the study. Research from a number of fields emphasized that several factors conspire to create environment where conflict is more likely to occur. However, this study views that if school administrator manifests a positive work value he or she is likely to perform better in the job as least occurrence of problems that could pave the way for collaborative efforts towards the attainment of organizationalgoals. Moreover, the data reveal that solution-oriented style of conflict management is perceived to be employed by more dynamic and democratic school administrators. In this context, future research should consider an investigation on the comparison of conflict management styles between private and public secondaryinstitutions to prove the existence of differences on styles in resolving conflicts when grouped according to school type.Keywords: Education, conflict, conflict management styles, solution-oriented style, descriptivedesign, Philippines

scholarly journals Exploring Conflict Management Strategies among School Administrators: A Case Study of an International Islamic School in Malaysia

2020 ◽  
Vol 7 (1) ◽  
pp. 3-14
Author(s):  
Moussa Khaireh Soubagleh
Keyword(s):  
Conflict Management ◽  
School Administrators ◽  
Management Strategies ◽  
School Setting ◽  
Educational Organizations ◽  
Formal Organization ◽  
Islamic School ◽  
Effective Strategies ◽  
Dysfunctional Conflict

AbstractAs educational organizations, schools are vulnerable to experiencing conflict. Notwithstanding the views of many scholars in the existence of functional conflict in a formal organization like school setting, proper management of conflict is required to be established by school administrators in order to ensure the smooth running of the school. The aim of this study was to explore the understanding of sources of conflict and conflict management among Islamic school administrators with the aim of formulating practical and effective strategies in conflict management within the school setting. The researchers used the qualitative case study method to explore the strategies adopted by three Islamic school administrators in handling conflict. The findings show that individual differences, commodification of education, school system and policy, human resource issues and practices, and attitude were the main factors giving rise to school conflict, while depression was identified as its resulting effect. The school needs to build trust, respect, stability, and teamwork into its atmosphere, culture and practices in order to prevent misunderstanding and conflict within its community.Keywords: Conflict management, functional conflict, dysfunctional conflict, Muslim administrators, Islamic schools, Islamic administration

scholarly journals Relationship of Tolerance for Disagreement with Conflict Management Styles

2018 ◽  
Vol 3 (2) ◽  
pp. 145-164
Author(s):  
Saima Nauman
Keyword(s):  
Conflict Management ◽  
Management Style ◽  
Management Styles ◽  
Chi Square ◽  
Conflict Management Styles ◽  
Organizational Settings ◽  
Form Tolerance ◽  
Significant Difference ◽  
Chi Square Test ◽  
Age Range

The aim of this study was to determine the relationship between tolerance for disagreement and conflict management styles. It was hypothesized that there would be a significant relationship between levels of tolerance for disagreement and conflict management style. Another assumption was that there would be a significant difference between tolerance for disagreement of males and females. The sample comprised of 170 employed young adults within the age range of 19 to 40 years out of which 54.71 % were males and 45.29% were females. Convenience sampling was used to obtain the data from employees that fulfilled the criteria. Responses were recorded through online form and manually on paper. Measures used to assess the participants were following: consent form, demographic form, Tolerance for disagreement Scale and Rahim’s organizational conflict inventory-II. Statistical analysis through Chi-square test of association revealed that tolerance for disagreement was significantly associated with collaborating, accommodating and avoiding style of conflict management. Independent samples t- test showed that males had a higher tolerance for disagreement than women. Implications for organizational settings have been discussed.

scholarly journals The Relationship Between School Administrators’ Happiness Levels and Their Self-Efficacy Levels

2017 ◽  
Vol 6 (4) ◽  
pp. 210 ◽  
Author(s):  
Ali Duran ◽  
Nail Yildirim
Keyword(s):  
Self Efficacy ◽  
School Administrators ◽  
The Self ◽  
Length Of Service ◽  
National Education ◽  
Significant Difference ◽  
Years Of Service ◽  
Service Groups ◽  
Descriptive Survey ◽  
The Relationship

The aim of this present research is to specify the interrelation between the happiness and self-efficacy levels of the school administrators. This study is a descriptive survey model, and its population consists of the school principals and deputy principals in Amasya Province which are the subsidiaries of the Ministry of National Education. The Correlation coefficient was calculated and the methods of One-Way ANOVA, t-test, and Kruskal-Wallis H tests were used for the sub-problems. Once the findings of the research were analysed, a positive and mid-level significant interrelation was discovered between the happiness and the self-efficacy levels of the administrators about school administration. The results of the analysis suggest that happiness and self-efficacy levels of the school administrators according to their perceptions can be observed as “fine”. Furthermore, their perceptions about happiness and self-efficacy levels differ according to the length of service groups they belong to. This is evident from the finding that the group of 1-5 years of service has highest score of happiness level, and the experience groups of 6-10, 16-20, 21 and above, and 11-15 years follow them respectively. The highest score of self-efficacy level, at the same time, is owned by the ones who have 21 years of service and above, and the experience groups of 16-20, 6-10, 11-15, and 1-5 years follow them respectively. The self-efficacy levels also show significant difference regarding the variable of age.

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