Study of Conflict Management Style of D.El.Ed. Pupil Teachers

Santosh Pal

doi:10.7176/rhss/9-7-03

Abstract

This research paper is an attempt to study the conflict management style of pupil teachers. D.El.Ed. course students (N=96) were tested on Conflict Management Style. Conflict Management Style was assessed with the help of self-made Conflict Management Style Inventory. T-test and ANOVA were used to analyze the data and for post hoc analysis LSD test was used to determine the significance of intergroup differences. Study reveals that male and female pupil teachers of D.El.Ed. course give equal preference to adoption of ‘Avoiding’, ‘Compromising’, ‘Collaborating’, ‘Integrating’, and ‘Reasoning’ conflict management style. However, male pupil teachers give more preference to adoption of ‘Dominating’, and ‘Obliging’ conflict management in comparison to female pupil teachers. D.El.Ed. III semester pupil teachers adopt more ‘Avoiding’, and ‘Compromising’ conflict style than pupil teachers of D.El.Ed. I semester but students of both the semesters give equal priority to ‘Collaborating’, ‘Integrating’, ‘Dominating’, ‘Obliging’, and ‘Reasoning’ styles of conflict management. Pupil teachers of different localities and social background give equal preference to various conflict management styles. Keywords: conflict management style; pupil teachers; grade level; gender; social category DOI : 10.7176/RHSS/9-7-03 Publication date : April 30 th 2019

Highlights

Thomas (1976) defines conflict as “the process which begins when one party perceives that the other has frustrated, or is about to frustrate, some concern of his.” Conflict is defined as a struggle over values and claims scarce status, power and resources, in which the aims of the opponent to neutralize, injure or eliminate the rivals Coser (1967)
There is no significant difference in conflict management style of male and female pupil teachers
There is no significant difference in conflict management style of pupil teachers belonging to urban and rural areas

Summary

Introduction

Thomas (1976) defines conflict as “the process which begins when one party perceives that the other has frustrated, or is about to frustrate, some concern of his.” Conflict is defined as a struggle over values and claims scarce status, power and resources, in which the aims of the opponent to neutralize, injure or eliminate the rivals Coser (1967). To find out whether male and female pupil teachers differ from one another in their conflict management style. 2. To find out whether pupil teachers of D.El.Ed. I and D.El.Ed. III semester differ from one another in conflict management style. There is no significant difference in conflict management style of male and female pupil teachers. 2. There is no significant difference in conflict management style of D.El.Ed. I and D.El.Ed. III semester pupil teachers. 3. There is no significant difference in conflict management style of pupil teachers belonging to urban and rural areas. 4. There is no significant difference in conflict management style of pupil teachers belonging to different social categories. SD, and t-ratios showing difference between male and female students on seven conflict management styles

Male Female

Between Groups Within Groups

Findings

Conclusion