Greek Teachers' Perceptions about the Types and the Consequences of Conflicts within School Context

Autor/inn/en	Manesis, Nikolaos; Vlachou, Elisavet; Mitropoulou, Foteini
Titel	Greek Teachers' Perceptions about the Types and the Consequences of Conflicts within School Context
Quelle	In: European Journal of Educational Research, 8 (2019) 3, S.781-799 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Conflict; Teacher Attitudes; Elementary School Teachers; Public Schools; Age Differences; Gender Differences; Teaching Experience; Specialization; Work Environment; Student Behavior; Teacher Behavior; Parents; Administrator Behavior; Teacher Associations; Principals; Interpersonal Relationship; Greece + Suchen Sie Ihr Suchwort? Ausland; Konflikt; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Arbeitsteilige Spezialisierung; Arbeitsmilieu; Student behaviour; Schülerverhalten; Teacher behaviour; Eltern; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Principal; Schulleiter; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Griechenland
Abstract	Conflicts are an inevitable phenomenon within organizations. The organization of interest in this study is the elementary school and the conflicts that may emerge into its context. There are many types of conflicts and their consequences vary; there are positive consequences, but also negatives ones. When teachers are to express their opinions on conflicts, they think that conflicts happen often enough, and they recognize both their negative and positive effects. The present study examined teachers' perceptions on the frequency of certain types of school conflicts and their consequences. The researchers asked teachers working in public elementary schools in Achaia Prefecture, Greece. Personal characteristics of the study's participants such as age, gender, years in service and teaching specialization were also taken into consideration. It was found that a small percentage of teachers believed that conflicts happen very often. In general, teachers thought that negative consequences are more frequent than positive ones, even though, they recognized the beneficial aspect of conflicts. Lastly, the teachers' groups that were formed based on participants' characteristics showed significant differences. Study's limitations along with suggestions for future research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01