Conflict Resolution In Schools Research Articles

Does Transformational Leadership Still Run Effectively in A Conflict Setting?

This article aims to describe the influence of servant and transformational leadership on teacher work productivity and the role of mediating conflict resolution. There is a lot of research on leadership but not much research on how leadership handles conflict. Several research studies have investigated how leaders respond to conflict and the most common conflict management. However, no research is available to determine public preferences for conflict resolution options. The application of transformational leadership is known for its toughness and has been widely discussed. However, there is a phenomenon where school principals experience a decline and schools experience many problems. One of the factors inhibiting school progress is conflict. The author presents how to manage a school or organization in conflict settings by offering a servant leadership style. These matters are discussed in this article. This study used a quantitative survey design with 300 high school teachers as respondents to rate the leadership of school principals from 15 districts in Lampung Province. The results of Amos 23 calculations state that servant leadership has a positive effect on handling conflict (87.5%) and on teacher’s work productivity (37, 4%), while transformational leadership has a positive effect on handling conflict (8.7%) and negative effect on teacher work productivity (-68.8%). The research concludes that (1) servant leadership is a good predictor of teacher work productivity and a solution for conflict resolution in schools; (2) when there is conflict, transformational leadership is not a solution; (3) conflict handling is directly proportional to teacher work productivity; and (4) conflict handling becomes a good mediator for servant leadership and transformational leadership for teacher work productivity.

Management Capabilities and Organizational Conflict Strategies in Improving the Performance of Public Elementary Schools

The study aimed to investigate the effect of the school heads? management capabilities and organizational conflict strategies in improving the performance of public elementary schools. It utilized descriptive and correlational methods to gather data. The respondents of this study were 153 public elementary teachers in the Division of Quezon in Candelaria West District, who were randomly selected. The researcher used the Slovin formula to identify the number of samples. It was conducted during the third quarter of 2021-2022. Adapted and modified questionnaires from Rahim Conflict Inventory-II were used in generating data. Based on the result of this study, the management capabilities of the school head in terms of planning, communicating, decision-making, delegating, problem-solving, and motivating were perceived by the respondents as highly practiced. Meanwhile, in terms of organizational conflict strategies, the accommodating strategy garnered the highest mean and was found to be the ?highly practiced? strategy in dealing with conflict. Likewise, compromise and collaborative strategies were also perceived as ?highly practiced? while the competition and avoiding strategies were perceived as ?practiced?. The school's performance as described in its leadership practice of the school head, interpersonal relationship, shared school vision, instructional and mentoring support, and parent and community involvement were "highly performing." The study revealed a significant relationship between management capabilities and organizational conflict strategies to the performance of the school. The study recommends organizing a series of workshops, seminars, conferences, and orientation programs on conflict resolution strategies for principals and teachers. This is appropriate for increasing the educators' knowledge, particularly about emerging ideas and innovations in conflict resolution in schools

Modelos mentales sobre el clima escolar: estudio con docentes y estudiantes de básica primaria

Se presentan los resultados de una investigación sobre modelos mentales de clima escolar en docentes y estudiantes de básica primaria de una institución educativa pública. El objetivo del estudio fue comprender la estructura de los modelos mentales identificando en ellos los componentes con más influencia. Fue un estudio cualitativo con alcance comprensivo que empleó la etnografía cognitiva a través del taller investigativo, el grupo focal y la entrevista semiestructurada. Los participantes fueron 5 estudiantes de grado quinto de primaria y 5 docentes de primaria. Se identificaron modelos mentales en los estudiantes con factores como relaciones interpersonales, normas de aula, solución de conflictos escolares, autoridad del docente y vinculación de la familia. En los docentes se identificaron modelos mentales relacionados con la autoridad docente, las relaciones escolares, metodologías para la convivencia, percepción sobre la planta física, la familia y la percepción sobre lo laboral. Se encontró que los modelos mentales están compuestos por componentes que hacen referencia al comportamiento de los actores educativos para tener un clima escolar positivo.

Restorative Practices: A Guide for Conflict Resolution in Schools and Business Organizations in Nigeria

Restorative Practices: A Guide for Conflict Resolution in Schools and Business Organizations in Nigeria

Teachers’ Understandings of Emerging Conflicts

ABSTRACTScholars in the field of conflict resolution in schools theoretically argued that minor distractions and disturbances are conflicts. In the present study, we refer to them as emerging conflicts. The study has been carried out within the phenomenographic research tradition and used semi-structured interviews. We addressed the professionals – the teachers – who deal with emerging conflicts every day, investigating their different ways of understanding an emerging conflict. The 9 different ways we found make the collective and shared understandings of emerging conflicts visible and form a professional language with which to discuss these kinds of conflicts. These nine could be divided into three groups, the social practice of the classroom, something that stems from outside the classroom, and something that characterises all human interaction. The awareness of the existing understandings could further be discussed in relation to what is actually taught in teacher education in Sweden.

PERSPEKTIF PESERTA DIDIK TENTANG KEDAMAIAN DAN RESOLUSI KONFLIK DI SEKOLAH

Topics examined in this study are peace and conflict resolution in schools in the perspective of learners. The method used is the analysis of narratives. A total of 42 students of class XI used as study participants. Data revealed through autobiographical narratives and interviews and analyzed qualitatively. The results showed that the treatment is less educated than the teacher in the form of verbal and physical punishment as well as conflicts among students in the form of bullying and personal conflicts, an event that otherwise is not peaceful by learners. In conflict resolution with the teachers, they generally prefer to be passive and withdrawn. While the conflict with a friend, in addition, there is also no one dared passive confrontation.Learners interpret peace more likely in a positive perspective and prioritize peace with self, others, the environment and even with God. Prospects for peace ahead despite pessimistic, but generally they are convinced that with joint efforts for world peace will be achieved. Keywords: Peace, School , conflict resolution , cognitive style

Early adolescent health risk behaviors, conflict resolution strategies, and school climate

Drawing upon an ethnically and socio-economically diverse sample of 323 7th grade students from twelve urban schools within one school district, this mixed method study examined early adolescents' self-reported health risk behaviors as related to their conflict resolution strategies and their school's conflict resolution climate. Survey data suggested that early adolescents who reported using more cooperative and fewer aggressive conflict resolution strategies also reported to engage in fewer personal health risk behaviors. Reported engagement in fewer behavioral risks also was associated with attending schools with more supportive “conflict resolution climates.” Serial small group interviews in selected schools indicated that conflict resolution climate quality was associated with how well teachers were perceived to respond to students' conflicts and how they managed teacher–student conflicts. In addition, many students in less supportive climates exhibited cynical attitudes regarding the viability of the conflict resolution strategies promoted by schools and prevention programs.

Peer mediation services for conflict resolution in schools: What transformations in activity characterise successful implementation?

This article presents the findings from research conducted at nine schools (seven primary, two secondary) in England, which had previously implemented a peer mediation service for students experiencing interpersonal conflict. This analysis was informed by themes from a previous stage of research conducted at one additional primary school, where the process from pre‐ to post‐intervention had been observed in greater detail. The article utilises activity theory as a conceptual framework for understanding and describing these processes for a number of reasons that will be briefly explained. The findings of this research highlight the need for realistic anticipation of the degree of cultural transformation required to fully support such pupil empowerment initiatives in schools. Peer mediation was most successful in schools where there was a considerable shift in the division of labour, accompanied by the production of new cultural tools that promoted new ways of thinking, speaking and acting with regard to conflict.

The conflict pyramid: a holistic approach to structuring conflict resolution in schools

This paper examines how the conflict pyramid, originally defined and used by Richard Cohen, can be used as a model to describe the relations between different conflict resolution education programs and activities included in the programs. The central questions posed in the paper are: How can Richard Cohen’s conflict pyramid be used as a model for describing the relations between different programs and activities? In what way do we need to elaborate the conflict pyramid? How can the elaborated conflict pyramid help teachers and teacher training students to sort out what or which programs and activities to implement and use in school? The number of different conflict resolution education programs has increased immensely over the years. There is a large variety of programs and no systematic way of choosing which one to use in school. Elements of the different programs sometimes overlap but programs are still not alike. Not surprisingly, teachers and other adults in schools often raise the question of what conflict resolution program they should use. Cohen visualises the ideal system of conflicts and conflict resolutions in school environments as a pyramid with four levels: conflict prevention, conflict management, third party support and, finally, stopping destructive conflicts by means of arbitration. This article contains theoretical reflections, developed through a literature study, in order to examine and discuss the use and potential use of this model.

A survey on conflict resolution mechanisms in public secondary schools: A case of Nairobi province, Kenya

The broad objective of the study was to determine various mechanisms applied in resolving conflicts within public secondary schools in Nairobi province. This study used descriptive and exploratory research design. A sample comprising of principals, representatives of Boards of Governors (BoG's), class teachers, students and education officers was used to investigate the understanding, perceptions and impacts of conflict resolution mechanisms in their respective schools. The research instruments included a questionnaire and an interview schedule, which were administered to the respondents. The data collected was subjected to qualitative and quantitative analysis. They were analyzed using SPSS. Frequency distribution tables, percentages, and charts were used to present data. The findings showed that, the concept of “conflict management” refers to an act and also a process of resolving disputes between two or more parties with the view of coming to a resolution. The study showed that when the students are faced with a conflict of personal nature the majority of them deal with the conflict through constructive approaches. It is however, important to note that when student react as a group they are likely to be influenced by group behaviour, which in most cases is very destructive. This could be a factor that contributes to destructive scenes especially when resolution of conflicts between groups of students and the school administrators or teachers does not find an amicable solution. Effective communication is therefore, essential in analysis of conflicts in public schools as well as in identifying their root causes. The findings showed that the causes of conflicts in public secondary schools are varied. Resolution of various forms of conflicts would therefore, require specific strategies since the root causes may be unique. The study recommends that school administrators and teachers should seek to embrace open systems where everyone is let to air their views and the areas of conflict discussed openly. In addition, they should encourage democratic representation in the choice of leaders namely; prefects, P.T.A members and B.O.G Members. This would help in eliminating the perceived feeling of discrimination or favouritism amongst teachers and students. The schools should also seek to educate all the stakeholders on the best way of solving conflicts. This can be achieved by say starting a peer educator's movement that will create awareness to students about the negative effects of conflict and act as mediators in conflict resolution in schools. It will also serve to identify the parties involved in conflict and exposing them to the whole school so that, they face shame and deter from doing the acts in future. The schools should also embrace guidance and counseling programmed since its one of the best way to deter destructive mechanisms of resolving both personal and group conflicts especially amongst students. Guidance and counseling is the most appropriate to control spread of bad inner feelings. Key words: Conflict management, conflict resolution, secondary schools

A Push for Caring Imposition against Passive Tolerance: Reflections on the Virginia Tech Massacre through a Multicultural Lens

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Oregon's scrip model: Building school conflict resolution education capacity through community partnerships

AbstractThere are many complex challenges involved in designing and implementing effective school conflict resolution education (CRE) systems, and there never seems to be enough time, money, staff, or other resources. This article describes the community‐based partnerships model that Oregon developed to encourage schools to recognize and draw on those community resources, to start small and build toward a sustainable CRE program.

Oregon's SCRIP model: Building school conflict resolution education capacity through community partnerships

Oregon's SCRIP model: Building school conflict resolution education capacity through community partnerships

Reconceptualizing problem‐solving and conflict resolution in schools: a multi‐disciplinary perspective

Engulfed in the rising tide of youth misdemeanors and youth social problems, public educators everywhere are looking for means and ways of restoring social order and ecological sanity to the classroom and the school. While there is no ready‐made panacea for the deep‐rooted problems, the present writer points to a necessity for improving the contextual conditions of the school to nurture a multi‐disciplinary approach of problem‐solving and conflict resolution. It is through the breakdown of the traditional compartmentalization of disciplines and jurisdictional isolation. Can the school unleash collective wisdom and engage in a self‐renewed process of organizational learning to surmount the growing severity of students’ anti‐social behaviors that threaten to derail school reform?

Teaching conflict resolution in schools and the community: The evolution of judicial process commission's program for children and adults

Judicial Process Commission became an advocate for the use of mediation as an alternative to the court process. This eventually led to neighborhood mediation projects and from there to teaching mediation and conflict resolution skills to children in the schools. Our curriculum is a series of ten sessions covering subjects as affirmation, communication skills, values effect on behavior, cooperation and problem solving.

Peer Mediation: Conflict Resolution in Schools

A rising tide of antisocial and violent behavior has captured the attention of the nation. An alarming number of violent incidents occur in or around schools. Not surprisingly, surveys show that many children fear going to school and perform less well because of anxiety about their physical safety. To combat the growing incidence of violence in schools, experts urge educators to introduce student specific, class-level, and school-wide aggression reduction and replacement programs. In response, there has been a proliferation of selfcontrol, anger management, and conflict resolution programs. Peer Mediation: Conflict Resolution in Schools is among the most popular of these programs. Peer Mediation: Conflict Resolution in Schools offers practitioners at the middle or high school levels a practical guide for establishing a school-based peer mediation program. The Common Ground model implemented originally in Urbana, Illinois, and later replicated in several other districts presents information on the nature of conflict, an overview of the peer mediation process, descriptions of the organization and procedures, and training activities and materials. Throughout, the authors present a structured approach to each phase of the model, but emphasize the exigency of adapting the program to the unique qualities of individual schools (e.g., Stephens, 1994). Peer Mediation: Conflict Resolution in Schools includes a videotape, program guide, and student manual. The 28-min video provides viewers with background information about the program and illustrates the six steps that together comprise the peer mediation process. Students demonstrate the nonadversarial procedures in scenes drawn from familiar topics of youth conflict (e.g., rumors, issues of relationships). Given the somewhat contrived nature of these vignettes, the videotape likely serves as an effective training tool to promote peer mediation in some but not all situations. The 150-page program guide is highly readable both in its organization and writing style. Graphic organizers, text structure, varied print styles, and a well defined glossary typify the guide's user friendly features. Chapters reflect considerable overlap in content due to their largely stand alone design that allows users ready access to task-related information with little need for cross referencing. The first chapter introduces the nature of conflict as neither positive nor negative but as a natural and potentially useful condition. Schrumpf, Crawford, and Usadel provide a brief theoretical explanation of the origin of conflict that draws largely on Glasser's control theory that posits four basic psychological needs (belonging, power, freedom, and fun). Peer mediation is predicated on the assumption that the most desirable response to conflict is not avoidance (i.e., when students ignore a problem, fail to be assertive, or view themselves as victims) or confrontation characterized by threats, name-calling, or aggression. According to the authors, the most appropriate response to conflict is effective communication in which parties work together to create a mutually beneficial agreement. Chapter Two offers a succinct introduction to peer mediation beginning with critical attributes of an effective mediator (e.g., keeps information confidential, is unbiased) followed by suggestions for preparing the physical environment to facilitate effective communication. Each of the six steps that comprise the peer mediation process (i.e., open the session, gather information, focus on common interests, create options, evaluate options, choose a solution, write the agreement and close) is clearly summarized. Next, the authors suggest methods to respond to less predictable but potentially problematic situations such as when a student makes numerous requests for peer mediation or when disputants fail to reach an agreement. The authors also discuss caucusing, a strategy whereby the peer mediator meets singly rather than collectively with disputants to build trust and reduce tensions. …

Conflict Resolution in Schools: An Explosion of Ideas

(1996). Conflict Resolution in Schools: An Explosion of Ideas. Pastoral Care in Education: Vol. 14, No. 2, pp. 3-6.

Mediation into Schools Does Go! An Outline of the Mediation Process and How It Can Be Used to Promote Positive Relationships and Effective Conflict Resolution in Schools

(1996). Mediation into Schools Does Go! An Outline of the Mediation Process and How It Can Be Used to Promote Positive Relationships and Effective Conflict Resolution in Schools. Pastoral Care in Education: Vol. 14, No. 2, pp. 7-9.

Peer mediation: Conflict resolution in schools

The escalation of discipline issues and violence in our schools is staggering. Programs in peer mediation and conflict resolution seek to give students of today, and the adults of tomorrow, skills in alternative dispute resolution methods. The Peer Mediation: Conflict Resolution in Schools program is reviewed in light of other nationally published programs, the authors' experience in peer mediation, and use of the materials with a middle school population.