The purpose of this study is to determine conflict management styles of school administrators with regards to teacher perceptions. With this respect, 300 high school teachers working in Bartin constituted the study sample. The scale consisting of five dimensions and adapted into Turkish by Gumuseli (1994) was used as the data collection instrument. The dimensions of the scale are Integrating Style, Compromising Style, Accommodating Style, Dominating Style and Avoiding Style. The scale consists of a total of 28 items. According to the data of the study, teacher opinions about school administrators' conflict resolution styles are at Sometimes level. Whether or not there are differences between the genders, educational status, year of service and professional duration in the school variables was examined. While there were no significant differences between groups concerning the gender and professional duration variables, there were significant differences for the educational status and years of service variables.

The purpose of this study is to determine conflict management styles of school administrators with regards to teacher perceptions. With this respect, 300 high school teachers working in Bartin constituted the study sample. The scale consisting of five dimensions and adapted into Turkish by Gumuseli (1994) was used as the data collection instrument. The dimensions of the scale are Integrating Style, Compromising Style, Accommodating Style, Dominating Style and Avoiding Style. The scale consists of a total of 28 items. According to the data of the study, teacher opinions about school administrators' conflict resolution styles are at Sometimes level. Whether or not there are differences between the genders, educational status, year of service and professional duration in the school variables was examined. While there were no significant differences between groups concerning the gender and professional duration variables, there were significant differences for the educational status and years of service variables.

Organizational conflicts sometimes referred to as interpersonal conflicts happen everyday because people have different values, personalities, ideas, likes and styles. To organization leaders, resolving varied conflicts is one of their most stressful jobs. Further, this study aimed to determine the school leaders' conflict resolution strategies as correlates of teachers' satisfaction and performance in the District of Rodriguez during the school year 2021-2022 which served as inputs in developing a technologically-mediated learning program. Based on the findings of the study, the conflict resolution strategies such as accommodating, collaborating, competing, compromising, problem solving and mediating have been frequently utilized by the school leaders while avoiding strategy was used in moderation. The school leaders and the teachers have differing views on the use of the school leaders of the conflict resolution strategies except for avoiding strategy which they viewed similarly. The teachers are very much satisfied with their work, personal and professional growth, human relations, and recognitions and awards given by their schools. The teachers and the school leaders have a common observation on the teachers' contentment level on the four aspects of satisfaction. The teachers perform very well the tasks, duties, and responsibilities assigned to them by the school. The school leaders' conflict resolution strategies could influence the teachers' satisfaction performance except in the problem-solving strategy. A learning program could be developed to help school leaders enhance their capability to resolve conflicts within school level.

Çalışmanın amacı, ilkokul öğretmenlerinin çatışma yaşadığı konuları, çatışma yaşadıkları tarafları, çatışmanın nedenlerini, olası sonuçlarını ve çatışmayı hangi stratejiler kullanarak yönettiklerini tespit etmektir. Araştırma karma yöntem olarak tasarlanmıştır. Karma yöntemlerden yakınsayan paralel desen tercih edilmiştir. 2018-2019 eğitim öğretim yılında Kilis il merkezinde görev yapan ilkokul öğretmenleri ile çalışma gerçekleştirilmiştir. Araştırmanın nitel kısmına 25, nicel kısmına ise 264 ilkokul öğretmeni dâhil edilmiştir. Öğretmenlerin hangi çatışma çözme stratejilerini tercih ettikleri nicel yöntemle; çatışmayı kimlerle, hangi durumlarda yaşadıkları da nitel yöntemle belirlenmiştir. Nitel veriler içerik ve betimsel analiz kullanılarak analiz edilmiştir. Nicel verilerin analizinde ise aritmetik ortalama hesaplanmıştır. Çalışmada yapılan analizler sonucunda öğretmenlerin en çok okul yöneticileri, veliler ve öğretmenlerle çatışma yaşadıkları, genelde kurumun işleyişi, yönetim, öğrenciler ve kişisel ilişkiler konusunda çatışmalar yaşadıkları belirlenmiştir. Okullarda yaşanan çatışmaların nedenleri adaletsizlik, iletişimsizlik, baskı, fikirlerin önemsenmemesi, kişilik özellikleri, fiziki ihtiyaçların giderilmemesi vb. faktörlere bağlandığı, çatışmanın işten soğuma, motivasyonun azalması, işlerin aksaması, dedikodu, iletişim engelleri, gruplaşma, huzursuzluk, güvensizlik gibi hem öğretmenlere hem de okullara negatif etkilerinin olacağı sonucuna ulaşılmıştır. Öğretmenlerin çatışma yönetimi stratejilerinden ise en çok Bütünleştirme, Uzlaşma ve Uyma stratejilerini kullandıkları tespit edilmiştir. The purpose of this study is to identify the conflict situations the primary school teachers experience with regard to issues, parties, reasons, their possible results and their use of management strategies to overcome these situations. A mixed methods research was used to conduct this study. A convergent parallel design, which is one of the mixed research designs, was chosen. The study was applied to the primary school teachers, who work in the center of Kilis Province in 2018-2019 academic year. 25 primary school teachers participated in the qualitative research, whereas 264 teachers joined the quantitative research. Which conflict resolution strategies are preferred by the teachers are determined using a qualitative method. With whom and in what situations they have experienced the conflict are determined using a quantitative method. Content and descriptive analyses were used to analyse the qualitative data. Arithmetic mean was calculated to analyse the quantitative data. As a result of these analyses, it was found that the teachers mostly experience conflicts with school administrators, students' parents and teachers on the issues including operations of educational institutions, administration, students and personal affairs. It was revealed that the reasons for the conflicts occurring at schools are correlated with the factors such as injustice, lack of communication, pressure, ideas' being ignored, personal characteristics, physical needs' not being met, which negatively influence teachers and schools with regard to alienation from work, decreasing motivation, work going wrong, gossip, communication obstacles, grouping, uneasiness and distrust. It was identified that the teachers mostly use integrating, compromising and obliging conflict management strategies.

Conflict management is the ability of the school head to deal with everyday situations in removing the cognitive barriers to agreement and flexibility. The principal has a compulsory task of utilizing and directing the behaviour of human resources of his school towards the accomplishment of the school goals. The study evaluates conflict management by secondary school principals. The study used a descriptive survey design with a population of 49 principals. Two research questions and one hypothesis were used to collect data. The review of the literature revealed that conflict is inevitable and inherent in every human organization. The research instrument used was titled ‘Assessment of Conflicts Management by Secondary Principals Questionnaire’ (ACMSPQ) with a 4-point scale. The questionnaire was divided into two sections, Section A entails the personal data of the respondents while Section B contains 17 items on assessment of conflicts management relating to staffs-related & students’ related conflicts in secondary schools. The data were analyzed using a weighted mean for the two research questions at a benchmark level of 2.50 and a one-way analysis of variance for the hypotheses at levels of 0.5 level of probability. Findings from the data revealed that the assessment of conflict management by principals was effectively carried out through various strategies. It was concluded that principals should ensure the proper clarification of teachers’ roles or schedules of duties and the allocation of school resources to the staff.

Abstract: This investigation focused on principals, by gender, and the impact that the principals' conflict management style had on cultural aspects in schools. Findings were: principals with a conflict management style that is high in dominating show lower school ...

This study focused on theconflict management styles of elementary school heads and their influence to teachers' morale as perceived by the elementary school heads themselves and the elementary teachers in the Division of Puerto Princesa City. Quantitative method of research was employed. Data were obtained through the use of survey questionnaire. Frequency counts, percentages, mean, weighted mean, Pearson Product Moment Correlation Coefficient r and Korin's Correlation were applied in the treatment of raw data. Result of the study revealed that collaborating was evident and was the dominant conflict management styles of elementary school heads. As to causes of conflict, both school heads and teachers claimed that the variables under personality factors are the major causes conflicts in school. Proposed solutions to conflict are respect and obedience, sharing of interest and goals and improved communication. The study revealed that conflict management styles of elementary sch...

Abstract: This paper examined the causes of conflicts and crisis in school management. The qualitative research design was adopted in gathering the information used. Essentially, the related literatures reviewed revealed that the causes of conflicts and crisis in school management as in other spheres of human existence revolve around status, power, and resource. But the causes of specific cases of conflicts and crisis vary with places, times, and circumstances; while the effects on social relations, output, and productivity largely depend on how they are managed. Key Concepts: Conflict, Crisis, Management