Student perceptions of injustice in the classroom can evoke destructive behavior, resistance, deception, aggression, and conflict escalation. Our study explores student experiences of unjust teacher behavior in educational settings. Students (N=99) were asked to remember a conflict they experienced during their studies. The conflict descriptions (N=78) were analysed and grouped according the type of perceived injustice (distributive, procedural, interactional) and 22 issues of unfair behaviour (Mikula et al., 1990). Our study revealed that perceived unfair grading, power demonstrations, and accusation were the most important predictors of teacher-student conflicts. Moreover students reported they experienced interactional injustice more frequently than they experienced distributive or procedural injustice.

The important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages studentsí behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the studentsí point of view.To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students.Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy.The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding studentsí experience would allow teachers to better respond and manage studentsí reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.

Straipsnyje analizuojami tėvų (N = 420) kritiški atsiliepimai apie mokyklos ugdomąją veiklą. Komentarų turinio analizė leido išskirti tokius nepasitenkinimo aspektus: netinkamas mokymo organizavimas, pagalbos vaikams trūkumas, drausmės pamokoje stoka, pasiekimų ir pažangos vertinimo trūkumai. Be to, išryškėjo, kaip tėvai aiškina, jų nuomone, neefektyvaus mokymo priežastis ir kokių padarinių patiria dėl tokio ugdymo. Tyrimo duomenys pasitelkiami apibrėžti glaudesnio tėvų ir mokyklos bendradarbiavimo galimybes.

The significant thing for teachers is to settle conflicts with students correctly and effectively without disrupting educational process and damaging the relationship. Dispite teacher-student conflicts are unevitable, and important consequences arise there from, teacher-student conflicts remain poorly studied. The present study aims to examine the strategies teachers use to resolve teacher-student conflicts. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents – teachers - were asked to recall a conflict occurring between them and a student during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 31 teachers. Their average age was 43, 6 years. By gender there were 2 males and 29 females; work experience was from 2 till 35 years.An analysis of the cases enabled to distinguish two groups of teachers’ reactions to the conflicts. One of them is focus on communication with student on the issue and discovering of the reasons of his / her behaviour. Resolving conflict in a cooperative way involves teacher’s endeavours to perceive accurately student’s positions and motivation, recognise the legitimacy of each other’s interests, and search for a solution accommodating the needs of both sides. The second group of teachers’ reactions to the conflicts manifests itself by the lack of the reflection of the motives and causes of the student’s inappropriate behaviour. Thus, recorded conflicts are considered as non cooperative (destructive) ones.This study give insight into the role of teacher in relation to conflict resolution with student. Findings of the study emphasize the need for teachers to critically determine meaningful conflict resolution strategies.