Abstract
There are few options available for school managers who wish to effectively tackle school conflicts. The aim of the present work was to assess the issue of school conflict, its sources, and the effectiveness of different conflict management styles in Secondary Education school units in Greece. Teachers (n = 128) from twelve randomly selected schools in the region of Epirus, NW Greece, participated in the present work. Teachers’ views on their school Principals’ leadership style as well as the sources, the type(s), and the severity of conflict in their school unit were surveyed. Conflict appeared to be a frequent issue in schools. Frequent sources of conflict included interpersonal and organizational parameters. School leaders exhibited a range of conflict management styles. Compromise and Collaborative styles were frequently observed, followed by Smoothing and Forcing. Avoidance was less frequently exhibited by school leaders. The transformational and transactional leadership styles exhibited were equally effective in successful conflict resolution, whereas a laissez-faire leadership style was not. The results indicate that leadership and conflict management style can be associated with the effectiveness of conflict management.
Highlights
School leaders have a significant role in responding to the rising demands of modern society for effective school management [1]
The results indicate that leadership and conflict management style can be associated with the effectiveness of conflict management
Prior to the distribution of the questionnaires, approval from school Principals of the Secondary Education school units that participated in the present research work was obtained, teachers were informed about the purpose of the research, and their consent to participate in the study was obtained
Summary
School leaders have a significant role in responding to the rising demands of modern society for effective school management [1]. They may adopt different leadership styles, and this can be a critical parameter for the success of school and its leadership [2]. School leaders are expected to perform complex tasks and act both as managers and leaders Their role includes: support to teachers, students and parents; liaising with parents and other stakeholders [4]. A score above 3 indicates that a particular conflict availability ofstyle resources (2.84); leadership (2.61); introduction of changes and innovations (2.48).
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