The Resolution of Conflict Between Teacher and Student: Teachers’ Narratives

Abstract

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.

Workplace Conflicts and Perception of Quality Higher Education in Ghana

“…Structural conflict is created by forces outside of the parties involved in the disagreement (Mukhtar & Islam (2011). These disputes tend to be caused by issues such as organisational changes, a chain of command, reporting systems, interdependence, limited physical resources, authority relationships, and jurisdictional ambiguity (Ciuladiene & Kairiene, 2017;Plessis & Cain, 2017). It may be claimed that if structural problems did not exist, the parties in structural disputes would have no motive to engage in conflict.…”

“…In recent years, the phenomenon has piqued the interest of authors and scholars. Many of these scholars (Ciuladiene & Kairiene, 2017;du Plessis & Cain, 2017;Sarpkaya, 2012;Sumera & Sumera, 2017;Bolton, 2016) have investigated the reasons for conflicts in schools. Some researchers (Barmao, 2012;Thapa, 2015) have investigated the influence of disputes at the workplace on staff morale and productivity levels.…”

Causes of School Absenteeism: Conflict Experiences of Pupils of the Children Socialization Centre

“…Research on conflicts in school reveals that they occur because of the behaviour of both pupil and teacher (Targamadzė, 2006;Petrulytė, 2012;Agolli-Nasufi & Rada, 2015;Saiti, 2015;Čiuladienė & Kairienė, 2017;Čiuladienė & Kairienė, 2018). Conflicts in school arise when the pupil disregards the rules of conduct (for example, is late for lessons), does not perform one's duties and tries to talk one's way out and/or lie, disrespects the elders by refusing to do what one is told, not hearing the word "no".…”

“…Research shows that conflicts are resolved by violating the child's (pupil's) rights and regardless of one's interests, the applied strategies of struggle and avoidance lead to deepening of the conflict (Čiuladienė & Kairienė, 2017;Čiuladienė & Kairienė, 2018): the number of conflict objects increases (negative image of the teacher, grades as a tool of power), the number of participants increases (parents, support specialists, administration become involved), actions of the conflict resolution process become stricter -application of minimal and medium child care measures. It must be acknowledged that efforts aimed at eliminating the conflict over class absenteeism are not effective enough: education support specialists and the school's Child Welfare Commission have limited possibilities of helping, as they become involved when the escalation of the conflict is already highly advanced.…”

A Critical Incident Analysis of Parent-School Administrators' Conflicts in Primary Schools

“…Research on conflicts in schools has often been based on teacher-administrator relationships (Aydin et al, 2011;Kimber & Campbell, 2014;Zembat, 2012), teacher-student relationships (Carbonneau, 2020;Ciuladiene & Kairiene, 2018;Xie & Jiang, 2021), and teacher-parent relationships (Addi-Raccah & There are several approaches that can be used to handle conflicts. Five conflict resolution tactics are listed by Rahim (2001): integrating, complying, dominating, avoiding, and compromise.…”