Teacher Conflict Research Articles

Relationship between Work-Family Conflict and Job Satisfaction of Female Teachers of Universities

The present correlation study was aimed to examine the relationship between work-family conflict and job satisfaction among female teachers in the universities of Lahore. The population of the study was female teachers of public and private universities in Lahore City. The total number of female university teachers was one thousand four hundred and ninetyseven. Four hundred and fifty female university teachers (30% of the total population) were selected as a sample of the study. The questionnaire developed by Carlson, Kacmar, & Wayne (2000) was used to measure work-family conflict, and the questionnaire developed by Hayat (1998) was used to measure job satisfaction. Multiple regression, independent sample t-test and one-way ANOVA were used to analyze the data. Independent sample t-test was applied to compare the two groups, such as type of institution, and One-way ANOVA was used to compare the groups on the basis of designation of the teachers. Major findings revealed that there was a significant and negative relationship between work-family conflict and job satisfaction. It was recommended that training, seminars should be arranged for teachers to deal with their work and familyrelated problems.

Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors

ABSTRACTSelf-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set and four-level analyses to evaluate an ecological model of self-regulation development that considers student-, classroom-, and school-level factors in relation to teacher-rated self-regulation growth and outcomes across kindergarten and first grade. Analyses identified reliable associations for growth trajectories and the risk factors of being younger, male, and from a low socioeconomic status background; experiencing low student–teacher closeness and high student–teacher conflict; and attending a kindergarten class with lower levels of peer-displayed appropriate behavior. Findings signify the importance of service delivery aimed at advancing the school-based implementation of emotional and organizational supports to promote student–teacher interactions and class-wide demonstration of positive behavior.

Work-family conflict and professional commitment: proactive effect of transformational leadership

The study aims to empirically test the moderation effect of transformational leadership characteristic on the relationship between work-family conflict and professional commitment among school teachers. A cross-sectional study was conducted among 752 teachers currently working in private schools from selected districts in Tamil Nadu, India. Purposive sampling technique is used, and data were collected using a questionnaire. The moderating effect of transformational leadership behavior is examined using hierarchical regression analysis. Grounded with the conservation of resource theory (COR) and transformational leadership theory, the results supported the negative impact of work-family conflict on the professional commitment of teachers. Further, the moderation effect of transformational leadership found to reverse the negative relationship between work-family conflict and professional commitment. Thus, the transformational leadership behavior of leaders (head/principal) was found to foster the professional commitment of teachers. This study is focused only on the dimensions of transformational characteristics on the relationship between work-family conflict and professional commitment of teachers. Also, it would be constructive to examine other mediating or moderating impacts of variables such as peer support, job satisfaction, which can also have a significant impact. Further, the outcome variable related to the perspective of students can also be researched.

An Experience in Education for Social Justice and Equity in South Korea: Qualitative Research on a Teacher's Conflict While Implementing YPAR in a School

An Experience in Education for Social Justice and Equity in South Korea: Qualitative Research on a Teacher's Conflict While Implementing YPAR in a School

Beyond the Classroom: The Protective Role of Student–Teacher Relationships on Parenting Stress

Caregivers are influential in young children’s lives. As most children spend time in care outside of the home, it is critical to examine the interplay between parents and schools and how they influence children's development. The current study examined the spillover of student–teacher relationship quality to the home environment, namely, parenting stress. Student–teacher relationship quality, parenting stress, child negative affect, and parental depressive symptoms were assessed in 112 triads of preschoolers, teachers, and parents. Results suggested student–teacher conflict related to higher parenting stress across all levels of negative affect, when controlling for depressive symptoms, child age, and child gender. For student–teacher closeness, associations depended on child negative affect; for children with high negative affect, increased student–teacher closeness related to lower parenting stress, but for children with low negative affect, there was no association. Findings highlight the protective role of close student–teacher relationships for children and parents and have implications for how teachers and their communication with families may positively impact parents and families.

Examining the Relationship of Work-Family Conflict and Turnover Intentions of Oregon CTE Teachers

CTE has been identified as a critical need area and therefore retention of secondary CTE teachers is of great importance. This study explored turnover intentions and work-family conflict of CTE teachers in Oregon. Teachers reported higher work interference with family (WIF) than family interference with work (FIW), but also reported moderately low turnover intentions. FIW was significantly higher in male teachers than females. Teachers reported intentions for leaving: (a) to move to an administrative position, (b) for personal reasons such as health, (c) to change teaching subject areas, and (d) for a more desirable job opportunity. WIF was a significant predictor of turnover intentions among the CTE teachers. The implications are discussed and recommendations for research and practice are explored.

영유아 주도적 놀이를 지원하며 경험하는 보육교사의 갈등과 변화

본 연구는 2020년 개정 누리교육과정의 시행에 따라 누리교육과정을 유아와 놀이 중심으로 새롭게 바라보고 놀이의 주인인 영유아들이 직접 놀이를 선택하고, 결정할 수 있도록 하며, 기존의 교사가 계획하고 주도하여 진행하던 방식과 다르게 영유아 주도적 놀이를 지원하는 보육교사의 경험에 관한 이야기를 다루고 있다. 이를 통해 영유아 주도적 놀이 지원의 교육현장 적용점을 찾아보고자 하는데 연구의 목적이 있다. 이에 어린이집 담임교사 10명을 대상으로 4개월 동안 영유아 주도적 놀이 지원 실천 경험을 분석하였다. 연구 결과 영유아 주도적 놀이를 지원하였을 때 교사들의 갈등은 새로운 시도의 갈등, 고착화 된 고정 관념과의 갈등, 영유아를 배려하지 않는 교사 주도 교실상황에 대한 갈등으로 나타났다. 교사의 변화로는 영유아의 선택권과 결정권 인정, 영유아의 주도적 놀이 지원 증가, 영유아 놀이 문화의 변화, 경험적 지식으로 얻는 교사 내면의 변화로 나타났다. 본 연구를 통해 놀이의 주체는 영유아이며 기관에서 놀이를 영유아의 눈으로 보아야 한다는 시사점을 얻을 수 있었다.

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral and cognitive engagement. More teacher conflict related to less behavioral engagement, whereas higher achievement predicted more cognitive engagement one and two school years later. The results underscore that, despite the interrelatedness of behavioral and cognitive engagement during the transition from primary to secondary school, both show unique contextual and personal correlates.

Student–teacher relationships of children with autism spectrum disorder: Distinct contributions of language domains

Background and aimsHigh quality student–teacher relationships (STR) are important for children's academic and social development. We explore how individual child language domains (semantics, syntax, pragmatics), teacher years of experience, and classroom placement (general or special education) relate to STR quality for children with autism spectrum disorder (ASD) across the school year. Methods and procedures191 children with ASD (Mage = 5.6 years) completed a standardized language assessment and their teachers reported on STR quality twice during the school year. Outcome and resultsPragmatics, but not semantics or syntax, had a direct effect on student–teacher closeness. The association between semantics and closeness was moderated by classroom type; for students with low semantics, teacher-reported closeness was lower in general versus special education. Teachers in special versus general education classrooms reported closer relationships. More experienced teachers reported closer and less conflictual relationships. None of the three language domains were associated with student–teacher conflict. Conclusions and implicationsPragmatic and semantic language skills were associated with closer relationships. Language-focused therapies may be effective in carrying over to impact STR quality. Given the stability in relationship quality, targeted interventions should be delivered to teachers at the beginning of the school year to support positive relationship development.

Effects of Cumulative Adversity on Preschool Self-Regulation and Student–Teacher Relationships in a Highly Dense Hispanic Community

Young Hispanic children make up an increasing percentage of children enrolled in preschools; however, little is known about the effects of adversity on their preschool outcomes. This pilot study uses descriptive, correlational, and hierarchical multiple regression analyses to explore the relationship between cumulative adversity, teacher-rated and observed measures of self-regulation, and student–teacher conflict in a predominately Hispanic preschool sample. More than 50% of preschoolers in the study had experienced at least one type of adversity. Results suggest that preschooler's exposure to cumulative adversities may negatively predict both teacher-rated child self-regulation and the student–teacher relationship, indicating that early adversity negatively impacts children's socioemotional skills as well as their relationships with their teachers. This pilot study supports the need for future research expanding on the role of adversity in the preschool context, particularly for Hispanic children.

기혼보육교사의 다중역할갈등이 출산의도와 이직의도에 미치는 영향

기혼보육교사의 다중역할갈등이 출산의도와 이직의도에 미치는 영향

At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate

ABSTRACT Student characteristics, their attitude to school and classroom climate can influence teacher-student relationships and adjustment to school. Poor early school experiences are associated with school avoidance, disruptive behaviour, teacher conflict, and suspension and exclusion. The focus, however, remains on the behaviour of individual children, rather than seeing behaviour as the result of interactions between individuals and their pedagogical contexts. This paper presents findings from the first year of an Australian longitudinal project tracking 240 children (101 boys, 139 girls) from high suspending primary schools serving disadvantaged communities through the first six years of school. Analyses, using multiple measures, including classroom observations, assessments and questionnaires, and multiple informants, such as teacher and child reports, explore associations between child characteristics, children’s attitudes to school, teacher-student relationship quality and the quality of classroom interactions as children commence school. Findings point to the importance of self-regulation as children transition to school and the pivotal role of inclusive and emotionally supportive classroom contexts in supporting the development of positive teacher-student relationships in the first year of school.

Developmental precursors of engagement and motivation in fifth grade: Linkages with parent- and teacher-child relationships

The primary aims of this investigation are to evaluate how children's relationships with parents and teachers in first, third, and fifth grades are associated with engagement and motivation in fifth grade, and to examine the ways that parents and teachers respond to children's school readiness skills and competencies. Using data from a large longitudinal study, the NICHD Study of Early Child Care and Youth Development (NICHD-SECCYD, n = 1364), this investigation found support for hypothesized linkages between both early- and concurrent elementary school relationships and fifth-grade engagement and motivational outcomes. Teacher conflict in fifth grade was particularly problematic for both engagement and motivation. Additionally, children's school readiness skills shaped fifth-grade engagement and motivation, through relationships elicited during first and third grade. Implications for future research and intervention are discussed.

Desarrollo institucional y conflicto magisterial en México, 1939-1948. El caso del Instituto Federal de Capacitación del Magisterio y los maestros federales de San Luis Potosí

El objetivo de este artículo es analizar los factores que intervinieron en la creación del Instituto Federal de Capacitación del Magisterio con el fin de demostrar la influencia de este en el conflicto magisterial protagonizado por maestros federales de San Luis Potosí en 1948. La metodología consistió en la revisión de documentos oficiales, testimoniales y bibliográficos acerca de los maestros federales agremiados en la Sección XXVI del Sindicato Nacional de Trabajadores de la Educación en San Luis Potosí, así como de fuentes primarias del Archivo General de la Nación, de los fondos Secretaría de Educación Pública y Presidentes. Lo relativo a la reforma educativa y a los decretos se revisó en el Diario Oficial de la Federación. La información se sistematizó mediante el análisis de contenido en varias etapas. En la primera etapa, de análisis temático, se efectuó un preanálisis para conocer la estructura de los expedientes relativos al conflicto. Se hizo una primera revisión general y se generó, a partir de esta, la distribución de frecuencia simple para organizar el material. En la segunda etapa, de exploración minuciosa, se encontró el sentido de las agrupaciones iniciales, con base en expresiones y palabras muy significativas. En la etapa final, de tratamiento de resultados e interpretación, se formularon inferencias de mayor consistencia y se hizo un cruce con enunciaciones teóricas para integrar el cuerpo argumental del escrito. En cuanto a los resultados de la investigación, se establece que se crearon iniciativas de fortalecimiento institucional que, sin fundamentos suficientes, estuvieron lejos de garantizar una respuesta efectiva a la formación de maestros en servicio. Entre las limitaciones del estudio está la falta de información sobre la solución final de los conflictos aquí abordados y la manera en que se ajustó la operación del Instituto Federal de Capacitación del Magisterio (en diferentes etapas) ante el crecimiento del sistema educativo y la diversificación de perfiles de ingreso de los maestros. Este trabajo es meritorio porque prueba las implicaciones de factores políticos, económicos y sociales y el papel del Estado en la formación del magisterio en servicio; asimismo, porque ahonda en un tema escasamente tratado: el Instituto Federal de Capacitación del Magisterio, el devenir de este, los conflictos que su operación le generó al sistema educativo federal y sus maestros. Se concluye que los maestros federales agrupados en el Sindicato Nacional de Trabajadores de la Educación hicieron de una coyuntura la ocasión para manifestar su descontento por rezagos de vieja data, por lo que usaron renovadas tácticas de presión para reclamar beneficios que “por ley” les correspondían.

Application of the genetic algorithm to the task of compiling the curriculum

One of the main tasks in organizing the educational process in higher education is the drawing up of a schedule of classes. It reflects the weekly student and faculty load. At the same time, when compiling, there are a number of necessary conditions and a number of desirable. The paper considers seven required and four desirable conditions. In this paper, one of the well-known approaches that can be used in drawing up a curriculum is consid-ered. The proposed scheme of the genetic algorithm, the result of which is to obtain an approximate solution to the problem of scheduling with the need to further improve it by other heuristic methods. To solve the problem, an island model of the genetic algorithm was selected and its advantages were considered. In the paper, the author's own structure of the individual, which includes chromosomes in the form of educational groups and genes as a lesson at a certain time, is presented and justified. The author presents his own implementations of the genetic algorithms. During the work, many variants of operators were tested, but they were rejected due to their inefficiency. The biggest problem was to maintain the consistency of information encoded in chromosomes. Also, two post-steps were added: to try to reduce the number of teacher conflict conflicts and to normalize the schedule - to remove windows from the schedule. The fitness function is calculated according to the following principles: if some desired or desired property is present in the individual, then a certain number is deducted from the individual's assessment, if there is a negative property, then a certain number is added to the assessment. Each criterion has its weight, so the size of the fine or rewards may be different. In this work, fines were charged for non-fulfillment of mandatory conditions, and rewards for fulfilling the desired

Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims

This study investigated the links between students' behavioral problems, student–teacher conflict, and students' involvement in bully, victim, and bully/victim roles in adolescence. The role of student–teacher conflict as moderator of the association between students' behavioral problems and their involvement in each bullying role was examined. Sample included 430 students from Italy (48.4% female; mean age 12.2 years; grades 6–8). Multinomial logistic regression analyses indicated that conduct problems positively predicted engagement in each bullying role, while peer-relationship problems predicted involvement in a victim role. Additionally, students experiencing higher student–teacher conflict were more likely of being victims and bully/victims, but not bullies. Finally, student–teacher conflict emerged as a moderator of the association between peer-relationship problems and both bully and victim roles, and between hyperactivity/inattention and victim role. These findings highlights the importance of considering students’ characteristics in relation to student–teacher relationship quality when investigating the factors influencing students' involvement in bullying behaviors.

Longitudinal trends and year-to-year fluctuations in student–teacher conflict and closeness: Associations with aggressive behavior problems

Longitudinal research suggests that student–teacher relationships characterized by elevated (or increasing) conflict and low (or decreasing) closeness promote heightened aggression in elementary school. However, prior research has not explored fluctuations in the quality of student–teacher relationships across school years, which may also impact students. This study applied a new methodology to determine whether year-to-year fluctuations in student–teacher conflict or closeness also predicted increased student aggression. 154 children were followed from Head Start preschools through elementary school. Early elementary teachers (kindergarten through third grade) rated the quality of conflict and closeness with students. Fifth grade teachers rated student aggression. Regression analyses revealed that year-to-year fluctuations in student–teacher conflict, along with mean levels of student–teacher conflict, each made unique contributions to fifth grade aggression, controlling for baseline aggression. In addition, for students with low aggression at kindergarten entry, year-to-year fluctuations in student–teacher closeness predicted increased aggression. Possible mechanisms accounting for the detrimental effects of fluctuations in student–teacher relationship quality are discussed, along with implications for practice.

Boys' and girls' latent profiles of behavior and social adjustment in school: Longitudinal links with later student behavioral engagement and academic achievement?

Using a person-centered approach, this study identified profiles of students exhibiting behavior and social adjustment problems in school. We conducted Latent Profile Analysis to identify these subgroups in a sample of 582 fifth and sixth graders. We found four profiles among girls—well-adjusted girls (66.10%); girls displaying externalizing behaviors and student–teacher conflict (4.75%); girls exhibiting internalizing behaviors and isolation from peers (10.17%); and girls with student–teacher nonclose interactions and nonprosocial behaviors toward peers (18.98%). We found three profiles among boys—well-adjusted boys (78.05%); boys displaying externalizing behaviors and student–teacher conflict (10.10%); and boys with externalizing, internalizing, and social problems with peers and teachers (11.85%). Next, we investigated longitudinal associations between these profiles and student behavioral engagement and academic achievement. Path analysis revealed that, compared to students with a well-adjusted profile, having a non-adjusted profile was associated with negative changes in teacher-reported behavioral engagement. Girls with an Externalizing Problem/Student–teacher Conflict profile or an Internalizing Problems/Peer Isolation profile also showed negative changes throughout the school year in their self-reported behavioral engagement and in academic achievement. We discussed these results and their practical implications in light of existing literature.

A New Lens on High School Dropout: Use of Correspondence Analysis and the Statewide Longitudinal Data System

ABSTRACTThe combination of log-linear models and correspondence analysis have long been used to decompose contingency tables and aid in their interpretation. Until now, this approach has not been applied to the education Statewide Longitudinal Data System (SLDS), which contains administrative school data at the student level. While some research has been conducted using the SLDS, its primary use is for state education administrative reporting. This article uses the combination of log-linear models and correspondence analysis to gain insight into high school dropouts in two discrete regions in Kentucky, Appalachia and non-Appalachia, defined by the American Community Survey. The individual student records from the SLDS were categorized into one of the two regions and a log-linear model was used to identify the interactions between the demographic characteristics and the dropout categories, push-out and pull-out. Correspondence analysis was then used to visualize the interactions with the expanded push-out categories, boredom, course selection, expulsion, failing grade, teacher conflict, and pull-out categories, employment, family problems, illness, marriage, and pregnancy to provide insights into the regional differences. In this article, we demonstrate that correspondence analysis can extend the insights gained from SDLS data and provide new perspectives on dropouts. Supplementary materials for this article are available online.

Social Studies Teacher–Athletic Coaches' Experiences Coping with Role Conflict R2

The current study provides insight into the experiences of the most common content area teacher–coaches: social studies teacher–coaches. Substantial research findings support the idea that occupying the dual role of teacher–coach may lead to role conflict, role overload, and burnout in teacher–coaches. The purpose of the study is to illuminate the unique stressors associated with occupying the dual role of social studies teacher and athletic coach (SSTC) simultaneously, and to discover ways in which SSTCs manage such conflict. Through a case study of three football SSTCs in the southeastern United States, we explored participants’ experiences with role conflict, role overload, and burnout and investigated coping strategies utilized to manage stress. We conducted a series of interviews with the three SSTCs and administered the Maslach Burnout Inventory–Educators' Survey. Results indicate that participants experienced high levels of role conflict and overload; however, through a strong commitment to both roles, community support, and personal coping mechanisms, SSTCs were able to avoid burnout.