Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscores the need for during the teachers’ initial training the conflict management skills development.
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International journal of peace, education and development
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Journal of Educational and Social Research
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When people think of the word conflict, they often think of wars or violence. However, conflict exists at all levels of society in all sorts of situations. It is easy to forget that we experience conflict every day of our lives and it is also appropriate to say that there has been conflict over the role of conflict in groups and organizations. It is quite difficult to accept the reality regarding conflict which is essential in school organizations for organizational growth and development because conflict is a natural disagreements resulting from individuals or groups which differ in attitudes, beliefs, values or needs. It can be said that, conflict is a part and fact of normal life which may occur between individuals daily within the organization. In a school system, teachers’ and administrators’ effectiveness, hardworking behavior and creativity can be increased by identifying the level and causes of conflict felt by them.
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IJRDO - Journal of Educational Research ISSN: 2456-2947
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Indian Journal of Social Sciences and Literature Studies
Most studies have shown that learners' misbehaviors and classroom management are one of the biggest challenges and concerns of teachers (Farmahini Farahani, M., & Ziaeiyan Alipour, F.2012). It involves allowing both parties to express their points of view, interests, and provide ways to find acceptable solutions. Present research focus on conflict management among students in school, for the present purpose some research papers were studied. on the basis of research review it can be concluded that conflict management is very important part in the schools if there is no proper management of conflict among students teachers will not be able to teach, and learners will not be able to learn. Nowadays, the educational psychologists believe that effective classroom management can promote the learners' learning opportunities. Background In recent years, conflict situations are a frequent reality in Portuguese schools, and their identification, understanding, and management characterize a continuous concern area for the psychologists and education science professionals, fundamentally because of their impact on the teachers' performance. These conflicts affect the quality of the learning environment and the teachers' performance. In this sense, emotions affect the teacherstudent relationship and help to understand the classroom climate profile (Meyer and Turner, 2007). Integrating is a conflict management strategy also called for collaboration, cooperation, or problem solving, where there is a concern to satisfy one's own interests and those of the others. According to Rahim (2002), individuals who use this strategy manage conflicts directly and cooperatively, seeking to solve in collaboration with the other. It is important to state that it is a strategy that expresses a conduct orientation characterized by high cooperation and high assertiveness (Medina and Munduate, 2005). This strategy requires openness, information exchange, and analysis of differences between the parties, to reach a solution that satisfies those involved in the conflict (Rahim, 2002). Dominating strategy is characterized by a high concern for own interests and low concern for the others, reflecting the attempt to satisfy one's own interests without consideration of the interests of the other (Rahim, 2002). By using this strategy, the teacher seeks to achieve his goals by sacrificing the students', feeling that conflict can be controlled by mastering and suppressing the student's needs and expectations. This is characterized by a high assertiveness and lack of cooperation, in which the acquisition of objectives is viewed with supremacy over the interests of the other party (Medina and Munduate, 2005). The obliging strategy represents the willingness to satisfy the benefits of the others while neglecting one's own interests (Rahim, 2002), that is, when the teacher, in the presence of classroom conflict, values the interests of the students over his/her interests. When this strategy is adopted, the teacher faces the conflict passively and complacently, following the students' decisions. It is a conflict management strategy in which cooperation is high and assertiveness is low (Medina and Munduate, 2005). In avoiding strategy, the individual ignores or neglects the interests of both parties, avoids getting involved in the conflict, and allows occurrences to follow their course without attempting to conflate to the satisfaction of the interests of either party (Rahim, 2002). In the classroom, by using this strategy, the teacher demonstrates low concern for the students' own goals and objectives, staying out of the situation that causes the conflict, or remains neutral in the classroom.
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Academic Voices: A Multidisciplinary Journal
