CONFLICT MANAGEMENT IN SCHOOLS

Muhammad Ishtiaq

BJ658851

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

June-2018

Muhammad Ishtiaq Conflict Management in Schools B.Ed 1 𝟏⁄𝟐 Year

 APPENDIX B

Conflict Management in Schools

By
Muhammad Ishtiaq

Roll No. BJ658851

Submitted in partial fulfillment of the requirements for

B.Ed. (1.5 year) program
In
Educational Technology and Evaluation
at
Department of Early Childhood Education
and Elementary Teacher Education
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY,
ISLAMABAD

June and 2018

 Muhammad Ishtiaq, 2018

ii
 APPENDIX C

Faculty of Education
Allama Iqbal Open University, Islamabad

APPROVAL FORM

The research project attached hereto, titled* Conflict Management In Schools

Proposed and submitted by Muhammad Ishtiaq Roll No. BJ658851 in partial
fulfillment of the requirements for the degree of B.Ed. (1.5 year) Educational
Technology and Evaluation is hereby accepted.

Supervisor:

Evaluator:

Dated:

iii
 APPENDIX D
(To be retained by the Controller of Examination)

DECLARATION

I Son of
A student of B.Ed. (1.5 year) programme in Educational Technology and Evaluation at
Allama Iqbal Open University do hereby solemnly declare that the research project entitled
Conflict Management In Schools submitted by me in partial fulfillment of B.Ed. (1.5
year) programme, is my original work, and has not been submitted or published earlier. I also
solemnly declare that it shall not, in future, be submitted by me for obtaining any other degree
from this or any other university or institution.
I also understand that if evidence of plagiarism is found in my thesis/dissertation at any stage,
even after the award of a degree, the work may be cancelled and the degree revoked.

Signature of Candidate
Date :

Name of Candidate

iv
 APPENDIX E

Research Project Submission Approval Form

Research Project entitled Conflict Management In Schools Submitted by Muhammad

Ishtiaq Roll No. BJ658851 Registration No. 16PLN01486
Programme B.Ed. (1.5 year) has been read by me and has been found to be satisfactory
regarding its quality, content, language, format, citations, bibliographic style, and consistency,
and thus fulfils the qualitative requirements of this study. It is ready for submission to Allama
Iqbal Open University for evaluation.

Name of Supervisor

Date:
(Day-Month-Year) Signature of Supervisor

v
 APPENDIX F

ABSTRACT

The purpose of this study is to assess the causes of conflicts in schools based on the
views of teachers, their perspectives and conflict resolution strategies, and to develop results-
based models obtained. In the research, illustrative designs were used including quantitative and
qualitative methods. The quantitative part of the study was designed as a quantitative relational
model. Data on 216 teachers working in the Punjab was collected through the Conflict Causes
and Decision Strategy Scale. The quality of the research was partly based on the design of the
case study. Collected data on 20 teachers working in the District Lodhran (Punjab) through
open-ended questions. According to the research findings, the causes of the school conflict vary
because of school management methods, individual differences and school management.
Conflict resolution strategies used by teachers vary depending on the school's stakeholders who
disagree with them. In addition, the survey results show that the school does not have any
common management policy. In this context, the "school management model in schools" was
formulated to create a culture of conflict management in school.
Keywords: Conflict Management, Conflict Resolution Strategies, Teachers and Mixed Design

vi
 APPENDIX G
TABLE OF CONTENTS
Chapter Page
1. INTRODUCTION 11
Background of the Study 12
Statement of the Problem 12
Concept of definition 12
Conflict lies in schools 14

2. REVIEW OF RELATED LITERATURE 15

Introduction 16
History 16
Conflict Management in common life 16
Conflict management in educational institutes 17
Study of Conflict Management In Education 18

3. RESEARCH METHODOLOGY 19
Research Design 20
Study Group 20
Research Questions 22

4. DATA ANALYSIS AND INTERPRETATION 24

Data Analysis 25
Collaborative Approach 26
Competitive Approach 28
Avoidance approach 31

5. FINDINGS, CONCLUSION AND 33

RECOMMENDATIONS
Findings 34
Quantitative Findings 34
Qualitative Findings 35
Discussion and Conclusion 45
Recommendations 49
References 50

vii
 APPENDIX H

LIST OF TABLES

Table Name Page No.

Table # 1 Demographic information (quantitative part) 20

Table # 2 Demographic information (qualitative part) 21

viii
 APPENDIX I
LIST OF FIGURES

Figures Page No.

Figure 1. The reasons for conflicts 36

Figure 2. Individual difference 37

Figure 3. School Management 39

Figure 4. Teachers Experience Conflict 39

Figure 5. Conflict Between Teacher And Manager 40

Figure 6. Conflict Between Teacher And Teacher 41

Figure 7. Conflict Between Teacher And Student 42

Figure 8. Conflict Between Teacher And Parent 44

ix
 CHAPTER 1

INTRODUCTION

10
Background of Study:

The origin of the concept of conflict is the history of mankind. Humanity emerges as
usual before us in the appearance of conflicts in every environment. The theme of the conflict,
especially since 1970, has been the center of attraction for organizational life, especially in the
United States and the world. One consequence of sadness and one consequence of the loss of
the organization and the workforce have led to the active involvement of national organizations
and leadership organizations in training to reduce these issues.

Concept of Definition:

When you first hear the word conflict, you think of concepts such as anger, fear,
tension, anger, disappointment, mistrust, hostility, injury, destruction, and discussion. This fact
shows that the idea of conflict or discussion evokes negative thoughts. In spite of this, people
see the positive factors of conflict as opportunities for personal development, knowledge
revolution, excitement, and encouragement. On the other hand, conflicts are an inevitable part
of everyday life. As long as there are differences in values, beliefs and cultures between people
and people, conflicts will continue. In this regard, conflicts can be defined as changes that
occur naturally in life.

Statement of Problem:
Conflict is an important part of the organization's thinking, supervision, performance,
and management. In this case, people know that conflict is an organizational reality, and some
people lead to conflicts and have different personalities, understandings, values, opinions,
goals, attitudes, beliefs, personalities, and communication roles. These conflicts and
differences have caused various conflicts in social and organizational life. When business
intersects, these conflicts increase dramatically, become complicated and mysterious, and
should operate for a long time. Therefore, conflict is one of the most pressing and pressing
issues that need to be discussed. However, we have seen that individuals are trying to manage
the direction of some behavioral models in conflicts.

Conflict management is an old fact of common life (Tjosvold, 1991), which played a
crucial role in forming a good working environment on this day (Meyer, 1990; Sharma, 2014).
In the effective management of conflict, it is necessary to determine the correctness of the
conflict (Sökmen & Yazıcıoğlu, 2005) and to analyze the reasons for it, the source of the correct
(Jerran, Ergun, and Alpkan, 2011). Therefore, if the short-term and long-term mismanagement,
the structure of the organization may be adversely affected. If the conflict is properly managed,
it serves the long-term interests of all relevant parts of the organization (Zia and Saeed, 2013;
SEVAL, 2006; Karip, 2003; ÖZMEN & Aküzüm, 2010). For this

11
reason, it is necessary to conflict, to manage differences in a constructive and active manner
and to integrate parties to the conflict and strengthen relations as far as possible (Türnüklü,
2005). Therefore, people are encouraged to develop values, behaviors, knowledge, and civic
standards (Johnson & Johnson, 1996). With the understanding of the contribution of the
conflict management organization's life, the view has undergone tremendous changes in
management philosophy. Listen to others, understanding and value-added with other people
and cultural differences, instead of exercising the negotiating skills of power, and with them
(Perise and Mujtaba, 2015) playing the concept of perceived change.

In terms of tactics to resolve disputes, when it comes to minding Rahim (1983), the
classification was first prepared by taking advantage of the Conflict Management Model (1976)
and Thomas Special Rubles (1976). In this category, strategy is divided into five major
strategies to resolve conflicts, including integration, coordination, reaching consensus,
avoiding and reigning. It can be defined as follows: Merge very concerned about oneself or the
other, and work hard to solve problems in the case of a conflict; Reach a settlement decision to
see if the parties to the conflict reasonably provide for its goal to sacrifice, and compromise is
one of the parts of the conflict to abandon him Some of the claims in order to meet each other's
requirements and expectations, while ignoring each other's feelings, his views and expectations
of the domination, and trying to reach their own goals. According to Conrla and Patti (2004),
no one can manage conflicts in the same way. Each of the other individuals in the conflict is a
strong and weak part of all methods that can be used in any level of mode. In order to adapt to
different situations, it is necessary to adopt different strategies. In conflict, individuals may be
forced to achieve their goals. However, in another conflict, they can maintain relations and
cooperation based on their goals.

The main human input and human interaction are closely related to the organization of
researchers as biology. A major factor that contributes to the development of school conflict
(Tjosvold, 1997; Nural, Ada, and Colak, 2012; Yıldızoğlu & Burgaz 2014; ÖZMEN, Aküzüm,
and Aküzüm, 2011). Conflicts are required, in accordance with an important fact described by
the school to provide general education skills (Voronin, 1995) from the economic, political
and social changes brought about by the environment. School goals and special circumstances
due to the quality and quantity of human factors (teachers, students, families) have led to
organizational research. In other words, the conflict is often normal at school (İnandı, Tunç, &
Gendiz, 2013; Miller and Leiden, 1999). At present, according to the needs of the new
generation, the contradiction between schools is becoming increasingly complex (Vasilescu,
Popescu, & Popescu, 2012). In fact, in schools, conflicts may increase violence among students
(Rako & Tissington, 2011) in addition to racial and socioeconomic status and the development
of gender roles and technology trends. Cohen (2005) reviews school conflicts in four steps. In
the first step, conflict prevention, in the second step is the management of contradictions, and
the third step and fourth step of supporting third parties include commentary to stop destructive
conflicts through arbitration.

12
Conflict lies in Schools:
Secondary schools play an important role in providing continuing education knowledge
and contribute to the province by providing a community workforce. The difference in conflict
lies in its difference, because it shows the negative impact of war, destruction, aggression,
violence and competition. Humans interact with each other and interact with each other, thus
conflicting with each other.

According to Stephen B. Sinclair (Hinckley, 1961), evidence of conflict between

individuals can be seen in the manager's working relationship and follow-up actions. This
conflict can be found not only in theory but also in practice.

The idea of any type of conflict and its management strategy is not limited to
educational institutions, but it can always be found in other disciplines. The literature shows
that conflict management can be related to high school because of its administrative status in
the school.

13
 CHAPTER 2

REVIEW OF RELATED LITERATURE

14
Introduction:

The research discussed below is from the most common to the most discussed
specifically, as it relates to the current study. General research includes a review of these
studies outline the conflict resolution plan that is launched at school. Include research involving
systematic methods and large-scale research including the entire area and many schools.
Include more specific studies the school was studied using the entire school or the entire
semester including all students. Further review will include research on conflict resolution
training is integrated into the curriculum. Finally, the study involved a fellow cadre the
mediation plan will be reviewed.

History:

Many peer mediation and conflict resolution programs have been instituted all
over the United States, however most programs have only been evaluated using anecdotal
evidence. There is an ongoing need to effectively assess and evaluate the programs used to
determine how effective they are (Powell, Muir-McClain, Halasyamani, 1995).There are
several basic types of conflict resolution programs taking place in our schools. There are two
main types of conflict resolution programs in place in schools. The first type is known as the
whole school or whole class approach. In this approach all students receive conflict resolution
training and all students learn to negotiate and solve problems. The second approach is the peer
mediation or cadre approach where only a small group of students is trained to mediate
conflicts with peers (Johnson & Johnson, 2005). This review will discuss studies of both types
of programs.

Conflict management in common life :

Conflict management as a common life is an ancient fact (Tjosvold, 1991) and it is now
playing a crucial role in shaping a good work environment (Mayer, 1990; Sharma, 2014). In
the effective management of conflict, it is necessary to determine the correctness of the conflict
(Sökmen & Yazıcıoğlu, 2005) and to analyze the reasons for it, the source of the correct (Jerran,
Ergun, and Alpkan, 2011). Therefore, if the short-term and long-term mismanagement, the
structure of the organization may be adversely affected. If the conflict is properly managed, it
serves the long-term interests of all relevant parts of the organization (Zia and Saeed, 2013;
SEVAL, 2006; Karip, 2003; ÖZMEN & Aküzüm, 2010). For this reason, it is necessary to
conflict, to manage differences in a constructive and active manner and to integrate parties to
the conflict and strengthen relations as far as possible (Türnüklü, 2005). Therefore, people are
encouraged to develop values, behaviors, knowledge, and civic standards (Johnson & Johnson,
1996). With the understanding of the contribution of conflict

15
management to organizational life, the views of recent management concepts have changed
dramatically. The concept of perception has changed to listening to others, negotiating with
others, understanding cultural differences and value-adding skills rather than exercising power
and fighting them (Prause & Mujtaba, 2015).

When referring to conflict resolution strategies, Rahim (1983) first used the conflict
management model of Ruble and Thomas (1976). In this category, the conflict resolution
strategy is divided into five strategies, including integration, reconciliation, compromise,
avoidance and hegemony. It can be defined as follows: Merge very concerned about oneself or
the other, and work hard to solve problems in the case of a conflict; Reach a settlement decision
to see if the parties to the conflict reasonably provide for its goal to sacrifice, and compromise
is one of the parts of the conflict to abandon him Some of the claims in order to meet each
other's claims and expectations, ignore each other's feelings, opinions and expectations of
hegemony, and strive to achieve its goals. According to Conerly and Tripathi (2004), no one
can handle conflicts the same way. Each conflict mode has strong and weak parts, and
individuals can use all styles at any level. In order to adapt to different situations, it is necessary
to adopt different strategies. In conflict, individuals may be forced to achieve their goals.
However, in another conflict, they can maintain relations and cooperation based on their goals.

Conflict management in educational institutes:

The main human input and human interaction are closely related to the organization of
researchers as biology. A major factor that contributes to the development of school conflict
(Tjosvold, 1997; Nural, Ada, and Colak, 2012; Yıldızoğlu & Burgaz 2014; ÖZMEN, Aküzüm,
and Aküzüm, 2011). Conflicts are required, in accordance with an important fact described by
the school to provide general education skills (Voronin, 1995) from the economic, political
and social changes brought about by the environment. School goals and special circumstances
due to the quality and quantity of human factors (teachers, students, families) have led to
organizational research. In other words, the conflict is often normal at school (İnandı, Tunç, &
Gendiz, 2013; Miller and Leiden, 1999). At present, it has become more complicated in schools
according to the needs of the new generation (Vasilescu, Popescu, and Popescu, 2012). In fact,
conflicts between schools and ethnic origins, social and economic status, gender roles and
technological developments may lead to increased student violence against students (LaCour
& Tissington, 2011). Cohen (2005) reviews school conflicts in four steps. In the first step, in
the third step of conflict management, conflict prevention is the third step under the support of
a third party. The fourth step is to suspend the suspension of destructive conflicts including
arbitration.

When studying literature, it can be seen that school management is expected to solve
school conflicts. In this context, it is expected that the school Arslantaş manager and Özkan

16
(2012) are sensitive to the concerns and needs of teachers and other school staff; Kırçan and
Bostanci (2012) look at each conflict as an opportunity, if necessary, and Selection and
implementation of the most appropriate conflict management strategy based on the problem
and the implementation of results based on the objectives of the school; personal digital
information carried out by Yıldızoğlu and Burgaz (2014) on related personnel; information
system established by Açıkalın (1998) (information access) Good at school, Ozcan (2011) to
gain teachers' confidence. However, it is incorrect to regard conflict management as a liability
that belongs only to the school administration. Without the intervention of the school
management department, the conflict in the school cannot be solved. This kind of
understanding also applies to scholars from other schools. In this regard, all school-
contributing countries contribute to the conflict resolution process. Jones (2004) pointed out
that the participation of school shareholders in a constructive and cooperative understanding
will make the school environment safer and more suitable. Stepsis (2003), like humans, can
learn this fact by resolving conflicts. This shows that all school contributors can help resolve
school conflicts.

Study of Conflict Management In Education:

In the study of conflict management studies in educational institutions, we have

seen these studies (Iordan &, Yıldızoğlu & Burgaz,2014;İnandı,Tunç,&Gündüz,
2013;Serin,Balkan,&Soran,2014; Shapir,Atta,2014,Conak and Wo Damme, 2015) generally
focuses on conflict resolution strategies used by school administrations. However, teachers
may also have experience of dealing with personal differences, working methods, and school
management attitudes with other school contributors. However, strategic studies of conflict
strategies used are limited in usability (Güllüoğlu, 2013; Dağlı & Sığrı, 2014). In this study,
according to teachers' opinions and opinions, the causes of school conflicts and the strategies
used by conflict resolution strategies were examined. In addition, there is no research on the
mixed methods of conflict management in educational institutions in the literature. In this
regard, this study differs from other studies and contributes to the literature.
See Robbins (1974) Conflict management is the planning and evaluation of different levels of
conflict. "Conflict management is the use of people or their teams to deal with various types
of conflicts, to understand the other party's dissatisfaction with their own behavior; a social
process; conflict management is the first In a diagnostic process, disputes between individuals,
ie, individuals, negotiating strategies, responding to timely conflicts, and reducing negative
impacts between conflict management are an effective incentive and driving force to enable
changes in the organization concerned. The main reason why managers or administrators, the
best way to achieve positive changes in the organization and change the behavior of friendly
staff.

17
 CHAPTER 3

RESEARCH METHODOLGY

18
Research Design:

The questionnaire was distributed to respondents in order to collect school principals’

information on conflict management techniques. Researcher conducted a personal survey of
school teachers. Collected and analyzed by Kendall correlation technology.

The qualitative part of this study is one of the descriptive studies based on the
relationship screening model, which is an ordinary screening model. The ordering model
according to Karasar (2011) is a research model designed to determine the variance and degree
between two or more variables. In this regard, the causes of school conflicts were studied, and
conflicts were resolved based on variables such as gender, educational status and age.

The case design is used for the qualitative part of the search. The goal of qualitative
case studies is to provide results for some cases. The basic characteristics of the study were the
analysis of some cases through participant observation and interviews or through document
collection (Yıldırım & Şimşek, 2011). In this case, the reasons for school conflict and conflict
resolution strategies used in open issues were studied.

Study Group:
In the quantitative part of the study, the research team consisted of 216 randomly
selected teachers serving at 22 middle schools in the city of Lodhran. Table 1 lists the
demographics of the teachers who participated in the research.

Table 1. Demographic information concerning teachers (quantitative part)

Variables Frequency (f) Percentage (%)

114 52.8
Gender
102 47.2
Under Graduate 175 81.1
The State of Education Post Graduate 41 18.9
Between 21-30 69 31.9
Age Between 31-40 101 46.7
Between 41 and over 46 21.4

In the qualitative part of the study, the sampling method with the largest differences between
the target sampling methods was used when selecting participants. The variability sampling
method reflects the highest level of diversity of individuals that may be part of this sample

19
research problem and form a small sample. In this regard, although respondents determined
who was selected as a sample, gender, education, and age were taken into account. Details of
demographic information for teachers participating in Table 2 are presented.

Table 2. Demographic information concerning the teachers (qualitative part)

Nickname Gender State of Education

P1 Female 27 Under Graduate

P2 Female 41 Under Graduate

P3 Male 36 Post Graduate

P4 Male 51 Post Graduate

P5 Male 42 Under Graduate

P6 Male 31 Under Graduate

P7 Female 28 Post Graduate

P8 Male 29 Under Graduate

P9 Female 36 Under Graduate

P10 Male 27 Under Graduate

P11 Female 25 Post Graduate

P12 Female 26 Post Graduate

P13 Female 25 Post Graduate

P14 Female 35 Post Graduate

P15 Male 31 Post Graduate

P16 Female 42 Under Graduate

P17 Male 34 Under Graduate

P18 Female 44 Post Graduate

P19 Male 34 Under Graduate

P20 Male 48 Under Graduate

20
The qualitative data for the study was collected through a semi-structured interview model.
During the qualitative data collection process, the first unresolved questions to the participants
were addressed to two teachers who did not work in the research working group. According to
the results obtained, these questions were clear and understandable. . In addition, these
questions were quality studies conducted by qualified academic members and necessary
corrections were made.

The qualitative data for the study was collected through a semi-structured interview
model. In the process of developing data acquisition quality, it is aimed at the first time the
two teachers will be directed to the participants who have not activated them in the study group.
The study shows that the problem is clear and easy to understand according to the results
pending issues. In addition, the problem occurred by the inspection of qualified scholars, and
members of qualitative research made necessary amendments.

The questions for the study participants are as follows:

Research Questions:

The purpose of the study was to determine the conflict management methods for the
principals of public and private high schools in Lodhran Province Punjab.

Data collection and analysis deal with the following issues:

1. According to the way of work, what is the cause of conflict in schools?

2. What are the causes of school conflicts caused by school management?
3. According to personal differences, what are the causes of conflict in schools?
4. Who is mainly in conflict at school?
5. Which conflict strategies do you use while resolving the conflicts experienced with
school management?
6. Which conflict strategies do you use while resolving the conflicts experienced with
teachers?
7. Which conflict strategies do you use while resolving the conflicts experienced with
students?

21
8. Which conflict strategies do you use while resolving the conflicts experienced with
parents?
9. Does the principal adopt a cooperative approach to conflict management?
10. Did he seek compromise to end the conflict?
11. Does it use a competitive approach to deal with conflicts?
12.Does the principal use appropriate methods to resolve conflicts?
13.Do you prefer to avoid conflict management methods?

22
 CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

23
DATA ANALYSIS:

In the qualitative part of the study, the analysis of t-tests and one-way variability
(ANOVA) of the relevant comparisons was used for multidimensional comparisons using the
SPSS.18 procedure when analyzing the sub-problems of the search. The arithmetic mean and
the number of participants are included in the table formed based on the overall distribution.

In the qualitative part, 100 volunteers held face-to-face meetings with 20 teachers and
participated in voluntary research. Then transfer the recorded data on the recorder to the
computer environment. In this regard, content and descriptive analysis methods have been
used. Cohen Mannion and Morrison Content Analysis (2007) aim to improve and classify the
data for comparison and draw conclusions from the data; and for Altunışık and Coşkun and
Yıldırım and Bayraktaroğlu (2001) The purpose of sexual analysis is to directly reflect the
opinions of individuals. To do this, the data is analyzed in four steps, such as coding data,
finding topics, editing symbols and topics, and clarifying results. The same process is followed
by two participants and the symbols, categories, and themes displayed based on the common
views of the two participants. These codes, categories and topics have been edited and the
results obtained have been identified and clarified. In addition, citations often involve
descriptive analysis to significantly reflect the individual's point of view. Names such as P1,
P2, P3, ... P20 were given to participants.

In qualitative search, the reliability of the description and content depends on the coding
process. The most important feature of the desired category is that it must be clear that another
researcher using the same document for the same purpose can achieve almost the same result
(Tavşancıl and Aslan, 2001). All data obtained during the search process was evaluated and
separated by another researcher (not including the researcher himself) and an agreement was
reached. At the time of the search, reliability reliability was calculated using the reliability
formula Reliability=Agreement/(Agreement + Disagreement) provided by Miles and
Huberman (1994). In each reliability calculation for each problem, the results were between
83% and 89%.

24
Collaborative Approach for Conflict Management:

Crosstabs

CMG1P * CMG1T Cross-tabulation

Count

Collaborative approach for conflict management skills

Total
Never Seldom Occasionally Frequently Always

CMG1P Never 1 0 0 0 2 3

Seldom 0 1 0 1 1 3

Occasionally 1 0 2 1 2 6

Frequently 1 2 1 6 4 14

Always 2 3 4 9 6 24

Total 5 6 7 17 15 50

Symmetric Measures

Asymp. Std. Approx. Approx. Sig.

Value Errora Tb

Ordinal by Kendall's tau-b .200 .066 3.016 .003

Ordinal
Kendall's tau-c .130 .043 3.016 .003

N of Valid Cases 50

25
 Principal used a collaborative approach to deal with conflicts. “This question was asked
about teachers in private and public schools; the relationship between their answers was
calculated using the Kendall relational technique, which is a sequential technique. The
correlation between responses is very important, which means Teachers often agree on the
same level of response.

CMG2P * CMG2T Cross-tabulation

Count

Seeks a compromising solution for ending conflict

Total
Never Seldom Occasionally Frequently Always

CMG2P Never 0 0 0 1 1 2

Seldom 1 1 0 2 5 9

Occasionally 0 1 2 0 3 6

Frequently 1 1 1 4 6 13

Always 1 2 3 5 9 20

Total 3 5 6 12 24 50

Symmetric Measures

Asymp. Std.
Value Errora Approx. Tb Approx. Sig.

Ordinal Kendall's tau-b .219 .065 3.271 .001

by
Kendall's tau-c
Ordinal .153 .047 3.271 .001

N of Valid Cases 5
0

26
Compromising Solution for Ending Conflict

Crosstabs

Participants were asked about the issue of seeking a compromise to end the conflict;
their relevance was calculated using Kendall's related technology and ordinal arrangements.
The p-value (0.001 <0.05) indicates that the correlation between responses is very important,
which means that both types of teachers often agree on the same level of response.

Competitive Approach To Deal With Conflict

Crosstabs

CMG3P * CMG3T Cross-tabulation

Count

Prefers competitive approach to deal with conflict

Never Seldom occasionally Frequently Always Total

CMG3P Never 1 0 0 0 2 3

Seldom 0 1 0 1 1 3

Occasionally
1 0 2 1 2 6

Frequently 1 1 1 4 3 10

Always 3 3 6 9 7 28

Total 6 5 9 15 15 50

27
 Symmetric Measures

Asymp.
Value Std. Errora Approx. Tb Approx. Sig.

Ordinal by Kendall's tau-b .131 .062 2.097 .036

Ordinal
Kendall's tau-c .126 .060 2.097 .036

N of Valid Cases 50

“The principal tend to take a competitive approach to dealing with conflicts.” The
relationship between teacher's answers is calculated using Kendall's related techniques, which
are arranged in order. The value of p 0.036, less than 0.05, indicates that the correlation between
responses is very important, which means that private school teachers and public schools often
reach the same level of response.

28
Accommodating Approach to resolve the Conflict

Crosstabs
CMG4P * CMG4T Cross-tabulation

Count

Accommodates the conflicting parties to resolve the issue

Total
Never Seldom Occasionally Frequently Always

CMG4P Never 1 0 0 0 2 3

Seldom 0 1 0 1 1 3

Occasionally 2 1 2 1 2 8

Frequently 1 2 1 6 4 14

Always 2 3 3 8 6 22

Total 6 7 6 16 15 50

Symmetric Measures

Asymp. Std. Approx. Sig.

Value Errora Approx. T b

Ordinal by Kendall's tau-b .207 .066 3.080 .002

Ordinal
Kendall's tau-c .151 .049 3.080 .002

N of Valid
50
Cases

29
 Did the teacher ask the principal if he could accommodate the parties to the dispute to
resolve the dispute? The relationship between their responses is calculated using Kendall
correlation techniques and ordinal numbers. The value p (0.002 < 0.05) indicates that the
correlation between responses is very high, which means that two participants often agree on
the same level of response.

Avoidance approach for ending Conflict

Crosstabs
CMG5P * CMG5T Cross-tabulation

Count

Avoids conflict whenever it occurs

Never Seldom Occasionally Frequently Always Total

CMG5P Never 1 0 1 2 2 6
Seldom 0 2 1 1 1 5

Occasionally 0 1 3 3 2 9

Frequently 2 2 1 3 3 11

Always 1 2 6 7 3 19

Total 4 7 12 16 11 50

Symmetric Measures

Approx. Approx. Sig.

Value Asymp. Std. Error a Tb

Ordinal by Kendall's tau-b .182 .064 2.805 .005

Ordinal
Kendall's tau-c .134 .048 2.805 .005

N of Valid Cases 50

30
 The two teachers were asked if the principal should avoid conflict in the event of a
conflict. The relationship between the two teacher responses is calculated using Kendall
correlation techniques and ordinal arrangements. The p value of 0.005 is less than 0.05,
indicating that the correlation between their responses is very important, which means that
they are usually consistent with the same level of response.

31
 CHAPTER 5

FINDINGS , DISCUSSION AND CONCLUSION

32
Findings:

In this section, quantitative and qualitative results will be presented under different
headings. As described in the research methodology, teachers are asked questions in the
qualitative section to describe and support the results. Moreover, recommendation will be
given in this chapter to establish a greater study in further research or investigation

Quantitative Findings:

In the quantitative part of the study, teachers will first introduce their views on the
causes of school conflict and conflict resolution strategies. Then the results of gender,
education status and age variables will be introduced.

According to the teacher's opinion, the practice of things is mainly one of the causes of
school conflicts. Individual differences and management dimensions were successful. When
examining the data obtained from the solution strategy, the most commonly used solution
strategies for teachers are integration and avoidance of reconciliation, and mediation and
hegemony have achieved success. The avoidance before the settlement strategy in the ranking
is obvious. In the qualitative part of this result, a more detailed analysis was performed. The
teacher’s views on the causes of the conflict and the decision strategies used has been presented
in Table 3.

Table 3.
The general distribution of teachers’ perception regarding the reasons for conflict and
conflict resolution strategies used

33
 n x ss

The reason for conflict (Total) 216 3,55 ,48

The way of doing things 216 3,96 ,54

Individual differences 216 3,81 ,45

Management 216 3,30 ,74

Conflict resolution strategies (Total) 216 2,95 ,62

Integration 216 3,04 ,91

Reconciliation 216 3,68 ,78

Compromise 216 2,52 ,86

Avoidance 216 2,85 ,74

Domination 216 2,35 ,80

When examining results based on gender variables, education status, and age, there
was no significant difference in teacher perception of each variable. The fact that teachers
have similar views shows that all teachers are affected by the conflict in the school
environment. Since there are no significant differences, the above variables are not
mentioned in this article.

Qualitative Findings:

According to the participants' perspective, the qualitative results of the study were
collected under 9 themes. Teacher's views on disputes arising from the incident, 2) teachers'
views on disputes caused by individual differences, 3) teachers' views on conflict caused
by school management, 4) teachers' views on conflicts involving school contributors, 5)
teachers' opinions Teacher-student conflict, 6) Teachers' perceptions of conflicting teachers,
7) Teachers' perceptions of teacher-student conflict, and 8) Teachers' views on teacher-
student conflict.

34
 According to the opinions of the participants, the use of classroom classification was
one of the reasons for the conflict in the performance of things from the school. The
difference between the punctual classrooms, the watching duties, the teaching classes, the
social activities and the school discipline, respectively, does not succeed. Participants
mentioned that the classrooms were used by two different teachers in one day and that they
were changing the classroom. Every time the teacher came to the order there, the classroom
was scattered, so the paintings were not cleared. In this regard, P3 participants pointed out:
“We are the work of our chapter. Therefore, you should always be clean and healthy.
However, some teachers are not the classrooms used by administrators, as if they belong
only to him. Therefore, we Some colleagues from the conflict suffered."The joint mention of
P11 content below:".The conflict there and did not link to the separation of time, we make
money (teaching) some of our colleagues went to the classroom too late / she canceled the
student normal learning I don't know that I agree to remain silent in this position and say what
is necessary. "

Some participants said that the responsibility for viewing is very important for the
safety of the school, and that some teachers do not obey the rules of duty cycle control. In
this regard, P7 participants said: "I was watching abroad at rest time. I saw the teacher fall
and was seriously injured. I waited for the class teacher's watch. No one came. I still have to
help. I can't stay unmoved when I Seeing the teacher is having a cup of tea and discussing
with him.” The joint believes that disputes arise from differences in teaching curricula and
social activities, and students’ students rely on teachers to fail to develop a common behavior
similar to the case policy. Those who want to show even teachers, use inconsistent methods
to provide student discipline and they are dedicated to Balb special.S. Lessons lead to
conflict. The cause of the conflict in the way of doing things according to Figure 1 is shown.

35
 Figure 1. The reasons for conflicts stemming from the way of doing thing

Teachers’ Views Regarding Conflicts Stemming from Individual Differences

According to participants, according to individual differences, union activities ranked

first in the conflict. Political views, cultural differences, different views on education system,
personality structure and gender. Teachers report that they have different political views
from teachers' unions and assert that as long as this situation does not harm the school, this
conflict should be considered as the time when normal disputes occur. On this issue, through
joint P14: " I cannot tolerate when I hear sentences regarding my syndicate or political view
and I start discussing. While everybody is supposed to respect each other about this subject,
I don’t approve of this kind of bullying in the school environment. I say my piece but anyone
gives up his opinions. So, we hurt each other in vain." The teacher said that there are teachers
who come in every part of the school they work in. They sometimes Contradictory, very
painful, according to this participation in the cultural differences P6 participants confirmed:
" Sometimes, some of my colleagues’ speech, behaviors, habitude, traditions irritate me. Next
thing you know that they started kidding my food culture/food way. The fact that we do not
come from the same culture does not give them right for kidding my values. Then I defend
my own culture and conflict occurs unavoidably. "

36
 Participants who pointed out that there are frequent conflicts in the domestic
education system stated that considering the reason for each conflict in the school is that the
education system means evading responsibility. Some participants stated that the personality
structure and gender factors caused conflicts from time to time. In this theme, the participants
of P17 stated: “We come from the dominant culture of men, even if women mean we are
wrong. Therefore, we feel we have to defend ourselves more often,” and the P20 participants
emphasized the structure of the personality. And pointed out: "Some of us are introverts, and
some of us are just. Some of us are very interesting. It is of course normal to encounter
conflicts in such a diverse environment." Figure 2 shows The causes of conflict caused by
individual differences.

Figure 2. The reasons for conflicts stemming from individual difference

37
 According to participants, the issue of communication is the first cause of conflict in
school management. Separately, there is no implementation of training plan courses, and
job assignment and monitoring activities, as well as lack of support for innovation can all
be successful in it. Those who reported that they were communicating with the manager
about the issue, they had problems with Aazzoon, the managers couldn't communicate, they
didn't seek advice from the school about the decision of the teachers, people were everywhere
in the school. In this theme, through the cooperation P9: "I found the manager did not
succeed in communication. For example, has been appointed responsibility I am outside the
school for parents, I learned this error from other teachers, I do not understand why to take
this The decision was no. As a result, I refused this obligation and, of course, I do not agree
with this government. In this topic, the P18 participants said: “We have new managers
working as teachers for us until yesterday it was impossible to understand This point, if you
are based on their own political vision and their unions, it is the people who choose their
members - not their qualifications - appointees who are not qualified to manage. If my
manager expects my respect, he should have more experience than me.”

The attributes of participants have been fair with the distribution of relevant plans and
courses that appear to conflict with managerial positions. In this topic, P5 participants
believe that although the duties are distributed at the meeting, the teacher is close to the task
of managing distribution. So, I did not properly perform these duties and I have management
disputes, and the P2 participants confirmed that his experience is similar: "I have no free day
in learning 18 lessons, colleagues teach for 24 hours, but he/she has a freedom One day this
type of implementation process is not just for us on the manager.» He pointed out that the
key to the school management of participants who are using them to control activities in
order to put pressure on them is that bureaucratic affairs are done through control, and
control does not help Education and training.On this issue, said common P1 said: "I expect
my principal to take action and increase my education between successful monitoring
activities in training and training. However, the only question I was asked was: "Is your file
complete?" When this object sends my claim, unfortunately, my situation describes a bad
teacher. "The reasons for conflict from school management appear in Figure 3.

38
 Figure 3. The reasons for conflict stemming from school management

Teachers’ Views Regarding School Shareholders with Whom They Experience

Managers have the first place in the shareholder movement facing teacher conflicts.
Next, students, teachers, and parents all succeeded. The result of this question is shown in
Figure 4.

Figure 4. The shareholder of school with whom teachers experience conflict

39
Teachers’ Views Regarding Conflicts Experienced with Teachers and Managers

In order to resolve conflicts between teachers and administrators, teachers use

evasion, reconciliation, and compromise to integrate and rule separately. The use of reversal
strategies can often be attributed to the higher relationship between managers and teachers.
Although the common P19 method to verify this decision: "When you and the manager do
not agree, it is best to avoid conflict with the managers in front of the means to disturb Salami
in the ensuing days," common P1 said: "It is best to avoid Conflict with managers because
I find it hard to "after all, I always try to find a solution," P8 said after choosing a settlement
strategy. Working with the manager. "Participants said that P13 is more inclined to take a
tax avoidance strategy. Consolidation: "I always think that the conflict with managers is time
tight. If you don't show sympathetic understanding, I don't want to declare and accept the
behavior that they want.» At P17, who gave the relevant participants Dominated the
explanation: "I am not afraid of conflict with the manager. If necessary, I maintain my
rights through legal channels, but I do not resign from it. "Conflicts have consistently been
used in the conflict between the strategies used by teachers to allocate teachers and managers
in Figure 5.

Figure 5. The distribution of the conflict strategies used by teachers in the conflicts which are experienced
between teacher and manager

40
Teachers’ Views Regarding Conflicts Experienced between Teachers and Managers

In order to solve the conflict between teachers and teachers, teachers adopt methods
of mediation, integration, hegemony, mediation and avoidance respectively. The use of tax
avoidance strategies may be mainly attributed to equal status. To some extent, cross-P10
participants support: "I resolved the conflict with colleagues through reconciliation
ultimately, without facing the difficult to understand each other, because we did the same
task." P12, who chose the integration strategy participants said: "I can take friendly actions
with my colleagues (my friends) throughout the day, "to attend school and talk about this
issue, and do my best to understand it." "Commonly used the advantages of strategic joy,"
said: "Yes, this is my colleague, if necessary, I find it difficult to accept my opinion" A total
of P9 who have already clearly avoided the strategy "The teacher test conflict is not
comfortable." This situation reduces our success. Therefore, it is necessary to avoid conflicts.
"P3 participants who chose a reconciliation strategy said:" We must become role models for
our students. Therefore, I solved the conflict I experienced through solutions, so as not to be
adversely affected by experience. "Figure 6 illustrates the distribution of conflict strategies
used by teachers for conflict between teachers and teachers.

Figure 6. The distribution of conflict strategies used by teachers for the conflicts experienced between teacher
and teacher

41
Teachers’ Views Regarding Conflicts Experienced between Student and Student

To solve conflicts between teachers and students, teachers use inheritance,

reconciliation, integration, and avoidance strategies. Teachers' priority assessment of
hegemonic strategy is a strict guide for teachers. On this issue, the P5 participants stated:
“Managing a new generation of students is very difficult, so to educate students, it is
necessary to show their strength.” P7 participants are in a strategic settlement: “If you
understand students The needs and expectations may be able to reconcile them. Otherwise,
the teacher-student relationship will become a conflict. "P7 participants provide an
explanation of the integrated strategy, he said:" Sometimes I put them in my children's shoes.
-P12 and P13 indicate that conflict conflicts have hurt teachers and students and expressed
similar views that strategies must be compromised if conflicts are to be avoided.Figure 7
shows that teachers use conflict strategies to allocate conflicts between teachers and students.

Figure 7. The distribution of conflict strategies used by teachers for the conflicts experienced between teacher
and student

42
The Views Regarding Conflicts Experienced between Teacher and Parents

In order to resolve conflicts between teachers and parents, teachers use separate
baseboards and mediation to mediate and dictate and integrate strategies. The use of
contraceptive strategies may be mainly due to parental complaints. In this topic, the
participant P7 is: "I will try to avoid conflicts. Parents' laws and regulations stand in front of
students and parents, not teachers in the case of complaints from the parent minor, it can be
pointed out," explains P14 , who advocates strategic cooperation for reconciliation
"Communication between parents and teachers is very important for the success of students,
so I think that reconciliation and parenting will increase my success and student success"
K20 said with respect to the integration strategy: "As parents also participate, I try to
understand parents and show sympathy for them." However, the common P14 "teacher and
parent relationship is very important for the success of students, so I think that the increase
in reconciliation and parents The student's success was my success.” said P20, who chose
the compromised strategy participant: “The parents act bravely. Where to go to seek their
rights, they are tired of suppressing the teacher and it’s hard to persuade them about their
children, so I’m my The behavior was at their request; "Participant P17's integration strategy
says:" As a parent, I also try to understand and show sympathy with them, and I do my
business. Over support to eliminate the problem. "Figure 8 shows the strategy of using
teacher conflicts in conflicts between teachers and parents."

43
 Figure 8.
The distribution of conflict strategies used by teachers for conflicts experienced between teacher and parent

Discussion and Conclusion:

According to quantitative survey results, the way to do things at school is the first
cause of school conflict. Individual differences and management dimensions were
successful. Qualitative data on open questions have been obtained to clarify the causes and
dimensions of the scope of the conflict. In this case, according to the qualitative research
results related to the causes of conflicts, the causes of the disputes caused by the ways of
events are the use of classrooms, failure to attend classes on time, compliance with
obligations, teaching classes, differences in social activities, and school discipline. The
conflict caused by individual differences is due to union activities, political views, cultural
differences, different views on the education system, personality structure and gender. The
causes of conflict in school management are communication problems, lack of
administrative training, curriculum planning, job assignments, supervision activities,

44
and lack of innovation support. According to Sarbekaya (2002), men enter the input and
production process of educational organizations. Therefore, the causes of conflicts in
educational organizations are different from those of human factors.

In this case, can be the cause of the conflict, as the school's shareholders have
different expectations in school expectations (Miller and Leiden, 1999), cultural values
(ÖZMEN & Aküzüm, 2010), personal characteristics (Yürür, 2009) ), Her role was
expressed in race, socioeconomic, gender identity (LaGour & Tissington, 2011), different
teacher preferences to address disciplinary issues (Brazil, Rachman, Jmana, Chistie, and
Mallick, 2010), communication skills And sympathy with managers (Arslantaş) Özkan,
2012) Responsibility for school safety regulations and monitoring (Metz, 2001), union
activities (Yaşan, 2012), views of different political opinions (Kepenekçi & Nayır, 2014),
behavioral glimpses Fairness for the Principal (Akgeyik, 2015), last time, due to the lack
of teacher visits in the classroom (Mez & Cömert, 2012), management by the school is
without management training directors (ADA, 2000), and support for innovation (Ezgi &
Bülbül, 2012). The results of different studies conducted in the literature support these
search results. These results are presented in an article that constitutes the strongest part
of the study.

When obtaining quantitative data related to conflict strategies, the most common
strategy for teachers is reconciliation. This avoidance, integration, compatibility and
hegemony were successful. Although Gololu (2013) in his study, the fight against the
reconciliation strategies of teachers is separately related to domination, integration,
composition and avoidance mentioned, Dağlı and Sigry (2014), teachers often prefer to solve
conflict and reconciliation. Strategy. As he has seen, research on teacher strategies for
conflict resolution is very limited. In the literature, conflict resolution strategies are viewed
as a point of view often used by managers. Therefore, the study focuses on conflict
management strategies that principals often use. Yildzoglu and Borges (2014) found that
conflict management strategies vary from situation to situation. However, it is worth noting
that the school principals are using most of the reconciliation strategies and integrations
(ÖZMEN & Aküzüm, 2010; Akgun, Yıldez, and Celik, 2009; ÖZMEN, Aküzüm, and
Aküzüm, 2011; Kırçan and Bostanci, 2012 Atay, 2001; Konak & Erdem, 2015; Toytok &
Açıkgöz, 2013). Although the principals of the school mostly use strategies of adjustment
and integration, according to the results of this research, school teachers to avoid their
mediation after the results of the research Güllüoğlu (2013), teachers used first reconciliation
and strategy revoked According to the research Güllüoğlu (2013) The result of the preferred
first reconciliation, this fact hegemony, shows that principals and teachers have different
preferences for conflict resolution strategies. It may also lead to this difference due to the
absence of superior superiority in the school's superior schools and teachers and subordinates.
The qualitative findings of

45
the study also support this assessment.

According to school shareholders, conflict resolution strategies are organized in the

movement of teachers facing conflict. Therefore, the parties to the conflict are the directors,
students, teachers and parents. It can be seen that most teachers use the management
personnel they face to avoid the conflict with reconciliation, and the strategic conflicts that
teachers often use to dominate and reconcile students. Most of them use the integration of
reconciliation and the strategic conflict facing teachers, and the reconciliation strategies
they use. And its compensation. Conflict with experience. Based on these findings, conflict
resolution strategies for teachers may vary depending on the party's position as experienced
by the conflict. Through Türnüklü (2005), the views of students, teachers, and administrators
vary from principal to principal and tactical. In the search for Ozkan (2011), the results
achieved as a result of an important and positive, and the average range of relationships
between teachers "assessment of conflict management strategies and their management
shows that teacher preferences" may It will be different.

According to the results of this study, schools do not have a common policy decision.
The results of the survey Türnüklü and Sahin and Öztürk (2002) did not have any common
links, all languages and conflicts among people who resolved themselves, and Hackfort and
Olsen (2015) did not have any special skills on the results of teachers to understand And any
support for this issue is what is happening in literature. In this regard, we are working hard
for a team that is interested in the conflict (Sharma, 2014) and supports the resolution of
conflicts and behaviors ( Lane Karon, Yergat, & Kralowec, 2012; Hina & Başkan, 2013;
Nielsen, Shechter , with Ben-Ali, 2014) Education and Positive (Laruso & Selman, 2011),
Constructive Integration (Trinder, Wertheimb, Freeman, Sanson, Richardsond, and Hunter,
201) and Decision-making collaborative strategies (Freeman, Wertheim and Trinder 2014;
Jones, 2004) use a dramatic strategy to resolve disputes (Chinyowa, 2013) will make the
school's learning environment more convenient.

The research proposal is organized through the school conflict management model, which
is formed using research results and literature. The model is shown in Figure 9.

46
 Figure 9. Conflict management model in school

Forming conflict management from learning behavior is the main idea of the model.
The conflict management model first needs the cooperation of school contributors. Conflict
management education was established with the voluntary participation of school
contributors. Content includes stress management, anger management, crisis management,
decision strategies, communication efficiency and planning. The teaching methods to be
used include experience-based teamwork, drama management, project preparation, learning
research and social services. Obtaining these

47
behaviors provides conflict management policies and a conflict management culture in
schools. It has become a political and cultural act to provide development, school climate
change, school safety, school culture and school health. School contributors affected by this
change and development will be able to conduct higher-quality conflict management
research.

Recommendations:

 It is suggested that principals should be given proper conflict management

training for the solution of interpersonal problems.
 It is further recommended that principals should also be encouraged to
adopt a compromising style for conflict management.
 While giving training to the principals they should be told that a
competitive approach should be avoided while dealing with conflicts.
 Principals should be told that they should adopt the most relevant style
according to the situation and the persons involved.
 They may be informed of the adverse effects of an avoiding style for
dealing interpersonal conflicts.

Conclusion:

Conflicts always exist in a working environment, its total elimination from the
organization can’t be thought of. It’s, therefore, required of the principal that these must be
properly managed. It depends on the situation as well as the principal’s personal preference
which style/s they want to adopt to deal with conflict. The findings show that the principals
adopt one or other type of conflict management style. The principals should adopt the style
which best suit them and the situation which is in need of ending the conflict.

48
 References

Bailey, Stephen K. (1971), Preparing administrators for conflict resolution.

Educational Record 52, 3, p.229

David W. Johnson and Roger T. Johnson, (19960), Review of Educational

Research, Vol. 66, No. 4, American Educational Research Association, pp. 459-
506
Deetz, Stanley A., & Sheryl L. Stevenson, (1986), Managing Interpersonal
Communication, New York: Harper and ROW, p 205
Hellriegel, D. & Slocum, J.W, (1982), Management (3rd Ed) London: Wesley
Publishing Company, p.637
Hellriegel, et.al, (1998), Organizational Behavior, 8th Ed. South- Western College
Publishing, USA, P.363
Hocker, J. L. & Wilmot W. W, (1985), Interpersonal conflict, Dubuque, Iowa:
Wm.
C. Brown Publishers, Pp 7-9 Jay R. Dee, et.al, (2004),
Reconciling Differences: Conflict Management Strategies of Catholic College and
University Presidents: Higher Education, Vol. 47, No. 2, Published by: Springer
Stable, pp.177-196 URL: http://www.jstor.org/stable/4151538
Accessed:06/12/2008 10:30 Johnson & Johnson, op.cit, p.498

Karen, L. F, (1987), The Conflict Management Styles and Strategies of Educational

Managers, (A thesis submitted to the Faculty of the University of Delaware in partial
fulfillment of the requirements for the degree of Master of Arts in Communication),
p.16
Kinard. J, (1988), Management, Toronto: D.C. Health and company, P. 303
Robbins. S.P, (1974), Managing organizational conflict, Englewood Cliffs, N. J.:
Prentice-Hall, Inc, PP.67-73

Stephen, P.H, (1961), The School Superintendent and His Role: A Conflict Typology,
Educational Research Bulletin Vol. XL, No. 3 pp. 57, Lawrence Erlbaum Associates,
Inc. Stable, URL: http://www.jstor.org/stable/1475060 Accessed: 06/12/2008 10:42

Tschannen-Moran, M. (2001) The Effects of A State-Wide Conflict Management

Initiative In Schools. American Secondary Education, 29, p.3.

49
Açıkalın, A. (1998). Toplumsal kurumsal ve teknik yönleriyle okul yöneticiliği.
Ankara: Pegem A Yayıncılık.

Akgeyik, G. (2015). Anadolu liselerinde görevli yönetici ve öğretmenlerin

örgütsel adalet algıları (Diyarbakır ili örneği). Yayınlanmamış yüksek lisans tezi.

Dicle Üniversitesi Eğitim Bilimleri Enstitüsü, Diyarbakır. Retrieved from

http://hdl.handle.net/11468/806

Akgün, N., Yıldız, K., & Çelik, D. (2009). Ortaöğretim okulu yöneticilerinin
öğretmenlerle aralarındaki çatışmaları yönetme yöntemleri. Abant İzzet Baysal
Üniversitesi Eğitim Fakültesi Dergisi, 89-101. Retrieved from
http://www.efdergi.ibu.edu.tr/index.php/efdergi/article/download/1047/1936

Altunışık, R., Coşkun, R., Bayraktaroğlu, S., & Yıldırım, E. (2005). Sosyal bilimlerde
araştırma yöntemleri. Sakarya: Sakarya Kitabevi.

Arslantaş, H. İ., & Özkan, M. (2012). Okul müdürlerinin çatışma çözmede yapıcı–
yıkıcı olmaları ile öğretim liderliği arasındaki ilişki. Dumlupınar Üniversitesi
Sosyal Bilimler Dergisi, 34, 231-240. Retrieved from
http://birimler.dpu.edu.tr/app/views/panel/ckfinder/userfiles/17/files/DERG_/34/2
31-240.pdf

Atay, K. (2001). Okul müdürlerinin çatışmaları çözümleme stratejilerine ilişkin

öğretmen okul müdürü ve denetmen algıları. Kuram ve Uygulamada Eğitim
Yönetimi, 25(25), 21-35. Retrieved from
http://dergipark.ulakbim.gov.tr/kuey/article/download/5000050842/5000048085

Basit, A., Rahman, F., Jumani, N. B., & Malik, S. (2010). An analysis of conflict
resolution strategies in pakistan schools. International Journal of Academic
Research, 2(6), 212-218. Retrieved from
http://connection.ebscohost.com/c/articles/56681646/analysis-conflict-resolution-
strategiespakistani-schools

Canlı, E. (2001). Örgütlerde kişiler arası çatışmalar. Yayınlanmamış yüksek lisans

tezi, İstanbul Üniversitesi SBE, İstanbul.

Ceylan, A., Ergün, E., & Alpkan, L. (2011). Çatışmanın sebepleri ve yönetimi.
Doğuş Üniversitesi Dergisi, 1(2), 39-51. Retrieved from
http://openaccess.dogus.edu.tr/bitstream/handle/11376/630/ceylan%2020
00.pdf?sequence=1

50
Chinyowa, K. (2013). Exploring conflict-management strategies through applied
drama: A Wits University case study. Matatu-Journal for African Culture and
Society, 44(1), 39-53.

Cohen, R. (2005). Students resolving conflict: Peer mediation in schools. Culver City,
CA: Good Year Books. Cohen, L., Manion, L., & Morrison, K. (2007). Observation.
Research methods in education, 6, 396-412.

Conerly, K., & Tripathi, A. (2004). What is your conflict style? Understanding and
dealing with your conflict style. Journal for Quality and Participation, 27(2), 16-20.
Retrieved from https://www.scribd.com/doc/20878222/Conerly-and- Tripathi-What-
is-Your-Conflict-Style

Creswell, J. W. (2013). Qualitative inquiry and research design. London: Sage

Publication.

Dağli, B., & Siğri, U. (2014). The leaders role in conflict management as
mediator. Research Journal of Business and Management, 1(2), 87-102. Retrieved
from http://dergipark.ulakbim.gov. tr/rjbm/article/view/5000075382

Demir, M. (2010). Örgütsel çatışma yönetiminde duygusal zekanın etkisi:

Konaklama işletmelerinde işgörenlerin algılamaları üzerine bir çalışma. Dogus
University Journal, 11(2), 199-211. Retrieved from
http://journal.dogus.edu.tr/index.php/duj/article/view/19

Dönmez, B. (2001). Okul güvenliği sorunu ve okul yöneticisinin rolü. Kuram ve

Uygulamada Eğitim Yönetimi, 7(1), 63-74. Retrieved from
http://dergipark.ulakbim.gov.tr/kuey/article/download/5000050844
/5000048087

Dönmez, B., & Cömert, M. (2009). Öğretmen adaylarının kendilerinin ve uygulama

öğretmenlerinin sınıf içi istenmeyen öğrenci davranışları ile baş etme konusundaki
yeterliliklerine ilişkin algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi
Dergisi, 10(2), 47-55. Retrieved from
http://kefad.ahievran.edu.tr/archieve/pdfler/Cilt10Sayi2/JKEF_10_2_2009_47_55.
pdf

51
Ezgi, G., & Bülbül, T. (2012). İlköğretim okulu yöneticilerinin yenilik yönetimi
yeterliklerine ilişkin öğretmen algıları. Mersin Üniversitesi Eğitim Fakültesi
Dergisi, 8(2), 97-119. Retrieved from
http://dergipark.ulakbim.gov.tr/mersinefd/article/view/1002000240

Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in
education. New York: McGraw-Hill.
Freeman, E., Wertheim, E. H., & Trinder, M. (2014). Teacher perspectives on factors
facilitating implementation of whole school approaches for resolving conflict. British
Educational Research Journal, 40(5), 847-868. http://dx.doi.org/10.1002/berj.3116

Fritz, S., Brown, F. W., Lunde, J. P., & Banset, E. A. (1999). Interpersonal skill
for readership. NJ: Printice Hall. Güllüoğlu, Ö. (2013). Kayseri’de hizmet veren
özel ilköğretim okulu öğretmenlerinin çatışma faktörlerinin ve çatışma yönetimi
stratejilerinin analizi. İletişim Kuram ve Araştırma Dergisi, 36, 194-218.
Retrieved from
http://iletisimdergisi.gazi.edu.tr/site/index.php/IKAD/article/view/8

Gümüşeli, A. İ. (1994). İzmir ortaöğretim okulları yöneticilerinin öğretmenler ile

aralarındaki çatışmaları yönetme biçimleri. Yayınlanmamış doktora tezi, Ankara
Üniversitesi, Ankara. Retrieved from http://acikarsiv.ankara.edu.tr/browse/25675

Johnson, D. W., & Johnson, R. T. (1996). Conflict resolution and peer mediation
programs in elementary and secondary schools: A review of the research. Review of
Educational Research, 66(4), 459-506.
http://dx.doi.org/10.3102/00346543066004459

Jones, T. S. (2004). Conflict resolution education: The field, the findings, and the
future. Conflict Resolution Quarterly, 22(1/2), 233-267.
http://dx.doi.org/10.1002/crq.100

Hakvoort, I., & Olsson, E. (2014). The School’s democratic mission and conflict
resolution: Voices of swedish educators. Curriculum inquiry, 44(4), 531-552.
http://dx.doi.org/10.1111/curi.12059

52
Iordanides, G., & Mitsara, S. (2014). Consequences of conflict in the functioning of
primary schools in Greece. Jurnal internasional ISEA, 42(2), 127-141.
Retrieved from
http://connection. ebscohost.com/c/articles/97394715/consequences-conflict-
functioning-primary-schools-greece

İnandı, Y., Tunç, B., & Gündüz, B. (2013). Okul yöneticilerinin özyeterlik algıları ile
çatışmayı çözme stratejileri arasındaki ilişki. Kuram ve Uygulamada Eğitim
Yönetimi, 2(2), 275-294. Retrieved from
http://dergipark.ulakbim.gov.tr/kuey/article/view/5000050478

Karip, E. (2003). Çatışma yönetimi. Ankara: Pegem A Yayıncılık.

Karakuş, M., & Çankaya, İ. H. (2009). Okul yöneticilerinin kişilik özelliklerinin
çatışma çözme stratejileri üzerindeki etkisi. Adıyaman Üniversitesi Sosyal Bilimler
Enstitüsü Dergisi, 3, 111-118. Retrieved from
http://dergipark.ulakbim.gov.tr/adyusbd/article/view/5000041824

Karasar, N. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayıncılık.

Kepenekci, Y. K., & Nayır, K. F. (2014). Okul iklimini insan haklarına duyarlılık
boyutunda sorgulama: Liseler üzerine bir araştırma. Trakya Üniversitesi Eğitim
Fakültesi Dergisi, 4(1), 1-16. Retrieved from
http://dergipark.ulakbim.gov.tr/trkefd/article/view/5000081050

Kırçan, E., & Bostancı, A. B. (2012). Conflict management strategies that

administrators at primary schools use at managing conflict. Sakarya Üniversitesi
Eğitim Fakültesi Dergisi, 24(24), 45-62. Retrieved from
http://dergipark.ulakbim.gov.tr/sakaefd/article/view/5000003860

Koçak, S., & Baskan, G. A. (2013). Okul müdürleri tarafından kullanılan çatışma
yönetim yöntemlerinin etkililik düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi
Dergisi, 44(44), 212-214. Retrieved from
http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/263-published.pdf

Konak, M., & Erdem, M. (2015). Öğretmenlerin görüşlerine göre ilkokul

yöneticilerinin etik liderlik davranışları ile çatışma yönetme stratejileri arasındaki
ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 21(1), 69-91.
http://dx.doi.org/10.14527/kuey.2015.004

53
LaCour, M. M., & Tissington, L. D. (2011). Conflict Resolution in the
multicultural classroom. Journal of Instructional Psychology, 38(1), 8-17.
Retrieved from http://eric.ed.gov/?id=EJ952145

Lane‐Garon, P., Yergat, J., & Kralowec, C. (2012). Conflict resolution education
and positive behavioral support: A climate of safety for all learners. Conflict
Resolution Quarterly, 30(2), 197-217. http://dx.doi.org/10.1002/crq.21059

LaRusso, M., & Selman, R. (2011). Early adolescent health risk behaviors,
conflict resolution strategies, and school climate. Journal of Applied
Developmental Psychology, 32(6), 354-362.
http://dx.doi.org/10.1016/j.appdev.2011.05.003

Laursen, B., & Hafen, C. A. (2010). Future directions in the study of close
relationships: Conflict is bad (except when it’s not). Social Development, 19(4),
858-872. http://dx.doi.org/10.1111/j.1467-9507.2009.00546.x

Lipsky, D. B., Seeber, R., & Fincher, R. D. (2003). Emerging systems for
managing workplace conflict. San Francisco: Iossey—Bass.
Mayer, R. J. (1990). Conflict management. the courge to confront. Columbus
Richland: Battelse Press.

Miller, A., & Leyden, G. (1999). A coherent framework for the application of
psychology in schools. British Educational Research Journal, 25, 389-400.
http://dx.doi.org/10.1080/0141192990250308

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.).
Thousand Oaks, CA: Sage Publications.

Nural, E., Ada, Ş., & Çolak, A. (2012). Öğretmen algılarına göre okul
müdürlerinin kullandıkları çatışma yönetimi yöntemleri. Atatürk Üniversitesi
Sosyal Bilimler Enstitüsü Dergisi, 16(3), 197-210. Retrieved from http://e-
dergi.atauni.edu.tr/ataunisosbil/article/view/1020009156

O’toole, J. (1999). Leadership A to Z: A guide for the appropriately ambitious.

San Francisco: Jossey-Bass Publishers.

54
Özgan, H. (2011). Örgütsel davranış bağlamında öğretmenlerin örgütsel adalet,
güven, bağlılık, yönetici değerlendirme ve çatışma yönetimi stratejileri algıları
arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada
EğitimBilimleri,1(11),247-229.Retrievedfrom
https://www.edam.com.tr/kuyeb/pdf/tr/8972b30a03b05784c07ef2586b64ac7fanT
AM.pdf

Özmen, F., & Aküzüm, C. (2010). Okulların kültürel yapısı içinde çatışmalara
bakış açısı ve çatışma çözümünde okul yöneticilerinin liderlik davranışları. Sosyal
ve Beşeri Bilimler Dergisi, 2(2), 65-75. Retrieved from
http://dergipark.ulakbim.gov.tr/sobiadsbd/article/view/5000136829

Özmen, F., Aküzüm, C., & Aküzüm, L. (2011). Yönetici görüşlerine göre, okul
mensuplarının okullardaki çatışma sonuçlarına yönelik tavır alışları. Dicle
University Journal of Ziya Gokalp Education Faculty, 16, 86-100. Retrieved from
http://www.zgefdergi.com/DergiPdfDetay.aspx?ID=185

Öztaş, U., & Akın, O. (2009). Örgütsel çatışma yönetiminde cinsiyet farklılıkları:
Antalya serbest bölgesinde bir araştırma. Organizasyon ve Yönetim Bilimleri
Dergisi, 1(1), 9-24. Retrieved from
http://dergipark.ulakbim.gov.tr/oybd/article/download/5000145135/5000132475

Parker, C., & Stone, B. (2003). Developing management skills for leadership.
London: Prentice Hall.
Prause, D., & Mujtaba, B. G. (2015). Conflict management practices for diverse
workplaces. Journal of Business Studies Quarterly, 6(3), 13-22.
Retrieved from http://jbsq.org/wp-
content/uploads/2015/03/March_2015_2.pdf

Rahim, M. A. (1983). Rahim Organizational Conflict Inventory. Consulting

Psychologists Press. http://westallen.typepad.com/files/rahim-organizational-
conflict-inventory.pdf
Ruble, T. L., & Thomas, K. W. (1976). Support for a two-dimensional model of
conflict behavior.
Organizational Behavior and Human Performance, 16(1), 143-
155. http://dx.doi.org/10.1016/0030-5073(76)90010-6

Quinn, R., Faerman, S., Thompson, M., & McGrath, M. (2003). Becoming a
Master Manager: A Competency Approach. Hoboken, NJ: John Wiley & Sons,
Inc.

55
Sarpkaya, R. (2002). Eğitim örgütlerinde çatışma yönetimi ve bir örnek olay.
Kuram ve Uygulamada Eğitim Yönetimi, 8(3), 414-429. Retrieved from
http://dergipark.ulakbim.gov.tr/kuey/article
/viewFile/5000050798/5000048044

Sayles, L. R. (1993). The working leader. The triumph of high performance over
conventional management principles. New York: The Free Press.

Serin, A. E., Balkan, M. O., & Soran, S. (2014). Çatışma yönetim stratejilerinin
izlenim yönetimi taktiklerine etkisi: Universite öğrencileri üzerine bir araştırma.
Elektronik Sosyal Bilimler Dergisi, 50(50), 23-37.
http://dx.doi.org/10.17755/esosder.38968

Seval, H. (2006). Çatışmanın etkileri ve yönetimi. Manas Sosyal Bilimler Dergisi,

15, 245-254. Retrieved from
http://journals.manas.edu.kg/mjsr/oldarchives/Vol08_Issue15_2006/474.pdf
Steed, D. (1985). Disruptive pupils, disruptive schools: Which is the chicken?
Which is the egg? Educational Research, 27(1), 3-8.
http://dx.doi.org/10.1080/0013188850270101

Shabbir, N., Atta, M., & Adil, A. (2014). Conflict management and decision
making styles in college management. Journal of Behavioural Sciences, 24(2), 52 -
68. Retrieved from http://pu.edu.pk/images/journal/doap/PDF-
FILES/Abstract%20No.%204_v24_no2_14.pdf

Sharma, P. (2014). Ways of conflict resolution adopted by supporting and non-

teaching staff in management schools. Pranjana: The Journal of Management
Awareness, 17(2), 46-55. http://dx.doi.org/10.5958/0974-0945.2014.00004.1

Stepsis, J. A. (2003). Pfeiffer’s classic activities for managing conflict at work. In

J. Gordon (Ed.),

Conflict-Resolution Strategies (pp. 19-23). Jossey-Bass/Pfeıffer: A Wiley İmprint.

Stulberg, J. B. (1987). Taking charge/managing conflict. Lexington, MA:
Lexington Books.

Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik
analizi ve uygulama örnekleri.
İstanbul: Epsilon.

56
Tjosvold, D. (1991). The conflict-positive organiation. Stimulate diversity and
create unity. New York: Addison-Wesley publishing Company.

Tjosvold, D. (1997). Conflict within interdependence: Its value for productivity

and individuality. Using conflict in organizations, 23-37.
http://dx.doi.org/10.4135/9781446217016

Toytok, E. H., & Açıkgöz, A. (2013). Öğretmen görüşlerine göre okul

yöneticilerinin çatışma yönetim stilleri ile örgütsel adalet algıları arasındaki ilişki.

Anatolian Journal of Educational Leadership and Instruction, 1(2), 24-36.

Retrieved from http://dergipark.ulakbim.gov.tr/ajeli
/article/download/1064000017/1064000017

Trinder, M., Wertheim, E. H., Freeman, E., Sanson, A., Richardson, S., & Hunt, S.
(2010).
Comparison of the effectiveness of two forms of the enhancing relationships in
school communities project for promoting cooperative conflict resolution
education in Australian primary schools. Journal of Peace Education, 7(1), 85-
105. http://dx.doi.org/10.1080/17400201003640228

Türnüklü, A. (2005). Lise yöneticilerinin çatışma çözüm strateji ve taktiklerinin

sosyal oluşturmacılık kuramı perspektifinden. Kuram ve Uygulamada Eğitim

Yönetimi, 11(2), 255-278. Retrieved from

https://pegem.net/dosyalar/dokuman/669-2011060611147-6-turnuklu.pdf

Türnüklü, A., Şahin, İ., & Öztürk, N. (2002). İlköğretim okullarında, öğrenci,
öğretmen, okul yöneticisi ve velilerin çatışma çözüm stratejileri. Kuram ve

Uygulamada Eğitim Yönetimi, 32(32), 574-594. Retrieved from

https://www.pegem.net/dosyalar/dokuman/758-2011070610231-turnuklu.pdf
Uysal, İ. (2004). Örgütsel çatışma yönetimi ve Türkiye Cumhuriyet Merkez
Bankası’na yönelik bir uygulama. Türkiye Cumhuriyet Merkez Bankası, Uzmanlık
Yeterlilik Tezi. Retrieved from
http://www3.tcmb.gov.tr/kutuphane/TURKCE/tezler/isauysal.pdf

Vasilescu, L., Popescu, C., & Popescu, D. (2012). The management of educational
conflict-a continuous process. Managerial Challenges of the Contemporary
Society, 4, 236-238. Retrieved from

57
http://www.ceeol.com/aspx/getdocument.aspx?logid=5&id=252dea7eeb414682aa
768663f7950da7

Voronin, G. L. (1995). Conflicts in School. Russian Social Science Review, 36(3),

69-77. http://dx.doi.org/10.2753/RSS1061-1428360369
Walton, R. E. (1987). Managing conflict. ınterpersonel dialouge and third-party
roles. California: Addison-Wesley Publishing Company.

Yasan, T. (2012). İlköğretim okulu yöneticilerinin ve öğretmenlerinin sendikalara

ilişkin görüşlerinin farklı değişkenlere göre incelenmesi: Malatya il merkezi
örneği. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 31(1), 271-293.
Retrieved from http://dergipark.ulakbim. gov.tr/omuefd/article/view/5000035690

Yazıcıoğlu, Ġ., & Sökmen, A. (2005). Thomas modeli kapsamında yöneticilerin

çatışma yönetimi stilleri ve tekstil işletmelerinde bir alan araştırması. Ticaret ve
Turizm Eğitim Fakültesi Dergisi, 1, 1-19. Retrieved from
http://gazi.edu.tr/posts/download?id=136198

Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri.
Ankara: Seçkin Yayıncılık.

Yıldızoğlu, H., & Burgaz, B. (2014). Okul yöneticilerinin beş faktör kişilik
özellikleriyle çatışma yönetimi stili tercihleri arasındaki ilişki. Hacettepe
Üniversitesi Eğitim Fakültesi Dergisi, 29(29-2). Retrieved from
http://dergipark.ulakbim.gov.tr/hunefd/article/viewFile/5000048037/5000045357

Yürür, S. (2009). Yöneticilerin çatışma yönetim tarzları ve kişilik özellikleri

arasındaki ilişkinin analizine yönelik bir araştırma. CÜ İktisadi ve İdari Bilimler
Dergisi, 10(1), 23-42. Retrieved from
http://iibfdergi.cumhuriyet.edu.tr/archive/yneticilerinatmaynetimtarzlarvekiilikzell
ikleriarasndakilikininanal izineynelikbiraratrma.pdf

Zia, Y. A., & Syed, P. H. (2013). An exploratory study into the causes of conflict
and the effect of conflict management style on outcome in a competitive workplace.
Journal of Managerial Sciences, 7(2), 300-315. Retrieved from
http://www.qurtuba.edu.pk/jms/defaultfiles/JMS/72/JMSJuly December2013299-
315.pdf

58
 TOPIC APPROVAL FORM FOR RESEARCH PROJECT (CC: 8613)

Student Name :

Registration Number:

Roll Number:

Programme:

Supervisor Name:

Date of Approval:

Topic of Research Project:

Workshop Coordinator Signature:

Resource Person Signature:

Resource Person Signature:

59
 EVALUATION PERFORMA FOR RESRACH PROJECT
S/No Component of Research Project Marks Comments
.
1. Formatting (margins of 1” on top, bottom and right side of page
while 1.5” margin on left side of page, Page number on top right
corner, double line spacing, font size (chapter heading 16 bold,
main headings 14 bold and text 12 size)
2. Preliminarysection and references are given (tile page, approval
sheet, declaration, acknowledgement, abstract, table of contents,
list of figures, list of tables, list of abbreviations, list of
appendices, references)
3. Abstract (approx.150-250 words) contains information about
research objectives, research design, population, sampling
technique, sample, research instrument(s), results and
recommendations.
4. Introduction (2-3 pages) provides background information about
research problem, purpose of the study and in-text citation of
resources such as books, research articles consulted. There is a
logical connection between paragraphs of introduction section.
5. Statement of the problem, objectives of the study, research
question and/or hypotheses and significance of the study are
clearly described and aligned together. Operational definitions
of variable(s) and specific terms are provided.
6. Research Methodology clearly describes research design,
population, sampling technique used, sample size, research tool(s),
validity and reliability of research tool(s) and dataanalysis
techniques. Research methodology section is aligned with
statement of the problem and objectives of the research study.
7. Findings and discussion are written on the basis of analysis of
collected data. Discussion includes properly cited and relevant
scholarly work such as books, research articles related to the
research problem. Findings and discussion are clearly written.
8. Conclusion and recommendations are written in connection
with research objectives of the study. Conclusion and
recommendations are clearly written.
9. References (APA referencing style is used for referencing
throughout the document.)
Total

General Remarks:

60