Teacher-Administrator Conflicts and Solution Methods in Primary Schools

İlkokullarda Öğretmen-Yönetici Çatışmaları ve Çözüm Yöntemleri

Abstract

The aim of this study is to examine the types of conflicts between teachers and administrators in primary schools, the main causes of conflicts and the solution methods followed in conflict resolution according to the views of teachers. The study group of the research, which was conducted with the case study method, consists of 14 classroom teachers working in Istanbul. Data were collected using the interview technique. The data obtained from the research were thematically analysed and interpreted. As a result of the research, it was determined that there are conflicts between teachers and administrators, especially due to parents, but communication is the most important source of solution. In addition, according to the teachers' perception of the administrator; they stated that they attach importance to the administrator being responsible, charismatic and conscientious; exhibiting fatherly attitudes, being conscientious, having high communication power and having management skills; being a bridge between parents and teachers and having management skills. As for the reasons for conflict, they stated that administrators behaved intolerantly, showed favouritism, did not empathise, gossiped and displayed inconsistent behaviours. Again, unwarranted complaints from parents can cause conflicts, problems arising from the 4+4+4 system, insufficient economic resources and political differences have emerged as reasons for conflict. As for the types of conflicts, it was revealed that the administrators verbally attacked, used mobbing, gave harsh warnings for unnecessary situations, threatened teachers with performance grades and ignored them. It was determined that solution-oriented approach and mutual communication are solution methods in conflict resolution, the existence of written/verbal rules is important in terms of discipline, and administrators should receive necessary training especially in administrative issues. The effects of conflict on teachers were demoralisation, feeling bad, migraine-like health problems, negative effects on family life, loss of performance and feeling tense. In terms of teachers' expectations from administrators, it was concluded that they should communicate effectively, approach with respect, be impartial, be able to have a conversation with the administrator, make organisational relations according to the principle of transparency and be selected on merit. According to these results, suggestions were made for practitioners and researchers.