School Conflict Research Articles

The role of agency and communion in understanding teacher-student conflict resolution: The needs-based model of reconciliation

Teachers frequently encounter conflicts in schools, posing significant challenges that impact both educators and institutions. Based on the theoretical framework of the Needs-Based Model of Reconciliation, we explored teachers' emotional needs during conflicts. Two studies were conducted: self-reports from 196 Israeli high school teachers and observations of 15 teachers in simulations. Multivariate analysis revealed that teachers aim to restore emotional needs during conflicts. While they reported a need for morality, their behavior displayed a need for agency. These findings suggest that addressing teachers' emotional needs could be an effective conflict resolution strategy and highlight pathways for successful professional development.

How is the Development of science Education in Primary Schools’conflict Resolution?

Science education in elementary schools is not only concerned with numbers, formulas and laboratory experiments, but includes various phenomena that often occur in the surrounding environment so that it has an impact on increasing the development of science education in resolving conflicts in elementary schools. This study aims to analyze the publication of science education in primary schools' conflict resolution using VOSviewer with a publish or perish application with a range of publications for ten years (2013 to 2023). Based on these criteria, there were 992 articles found into three areas that is Conflict Resolution, Science Education, and Primary School terms. The research results show that research has decreased significantly in the last 5 years, namely from 2013 to 2019 with a total of 205 articles down to 54 articles. From 2019 to 2022 there will be static for the publication of articles on this topic. A drastic decline has occurred in the last 2 years, namely from 2021 to 2022, with a total of 9. The latest data in 2023 saw an increase of 1 article to 10 published articles. So that it can be said that it was decreasing. Through VOSviewer, this study analyzes a lot of articles published related to the topic itself. The impact of this review becomes a reference for a starting point in conducting research on related topics in the future.

Understanding and resolving student conflicts: Perspectives and strategies in senior high schools across the Volta Region of Ghana

AbstractThis study investigates the dynamics, sources, and resolution strategies of student conflicts in senior high schools across the Volta Region of Ghana. Despite the implementation of various conflict resolution and peer mediation programs, challenges in effectively managing student disputes remain prevalent. These conflicts often stem from interpersonal and academic tensions, exacerbated by a complex mix of socio‐cultural backgrounds, economic disparities, and personal beliefs. Our analysis reveals significant gender differences in conflict experiences and resolutions, highlighting the need for gender‐sensitive and culturally informed approaches. The study employed a quantitative research design, utilizing a structured questionnaire to gather data from a representative sample of 661 students. The findings indicate that interpersonal conflicts with peers and academic‐related issues are the most common, with conflicts involving violence and guns being comparatively rare. Gender‐specific differences were notable in responses to conflicts involving school administration and cultural or ethnic disparities. The research underscores the importance of adopting comprehensive, culturally sensitive conflict resolution programs that are tailored to the unique socio‐cultural and educational context of the Volta Region. By addressing these nuanced needs, the study aims to enhance the educational landscape and foster an atmosphere conducive to effective dispute resolution. The findings contribute to the discourse on implementing effective, culturally responsive conflict resolution mechanisms in Ghanaian senior high schools, advocating for strategies that support the holistic development of students.

Conflict, Competition, and Collaboration in Co-Located Schools: School Leaders Navigating Structural Distrust

Purpose:This study focuses on school leaders’ daily practices, decisions, and understandings to illuminate the role that distrust plays in school co-location in Denver. In order to inform decisions about the policy's implementation, we examine the relationships between structural dimensions of co-location policy and the ways that school leaders characterize and shape interactions between teachers and students in co-located schools. Research Methods: Drawing from a larger qualitative study, we conducted in-depth, semi-structured interviews with leaders of co-located schools in Denver to explore school leaders’ perspectives and experiences related to school co-location. We analyzed 11 school leaders’ experiences on 7 focal “shared campuses”–buildings housing more than one K-12 school–to identify their understandings of, experiences with, and responses to school co-location. Findings: Although leaders on all focal campuses attempted to keep school communities separate within co-located buildings, most still reported that conflict arose between staff and students from different schools. In some cases, leaders facilitated collaboration between schools, bringing some of the intended benefits of school co-location to fruition. More often they cited competition, which was incentivized by the district's policy of school choice, as a barrier to such efforts. Our data suggest that structural distrust embedded in the policies and processes surrounding school co-location shaped both these everyday interactions among school communities and the opportunities that school leaders saw (or didn’t see) for positive outcomes. Implications: Remedies available to those in authority–including policymakers and school leaders–require that they explicitly acknowledge distrust and change the power imbalances present among stakeholders in co-located schools.

“Middle East conflict in Berlin schools”: on the affectability of “fake news”

Abstract The article revisits my older work on moral panics over “Muslim homophobia” and youth crime to make sense of the arrival of a new criminalized figure: the Palestinian school kid who becomes prone to terrorism and antisemitism after consuming “fake news” on social and Arabic-language media. It addresses the current outbreak of anti-Palestinian racism in Germany as the latest expansion of an archive of criminalization that targets young people who, far from innocent and deserving of care and education, are constructed as folk devils that require heavy-handed punishment, segregation and deportation. While former panics have singled out the problematic heterosexualities of Muslim populations that fail to catch up with women-and-LGBT-friendly communities that care about diversity, the debate about the “Middle East conflict in Berlin schools” foregrounds media use as a central determinant of cultural pathology. This departure from languages of care and diversity, the article argues, reflects a dehumanizing tendency in racial capitalism that appears increasingly undisguised.

Elementary School Students’ Conflict: Fundamental Understanding, Forms, Post-Conflict Effect, and the Involvement of Teachers, Parents, and Friends

Elementary school age brings out many differences between students. It does not deny that it can lead to conflict, such as hitting, direct and indirect aggression manifested in the form of verbal abuse, gesture threats, and destruction of property. The impact of mishandling conflict in the school context can cause several negative consequences. This research aims to analyze the student conflict in elementary schools. It used a qualitative approach with a phenomenology method. The research subjects were 55 elementary school students (29 girls and 26 boys) in one city in West Java province. Obtaining further data through the help of research instruments, namely open-ended surveys and in-depth interviews. This research used the Miles and Huberman analysis technique. The result showed that (1) students' comprehension of conflict meaning lies to crime, dispute, problem or riot, argument, and enmity; (2) students found conflict words from the platform and other places they are used to; (3) students’ conflict forms are psychic and verbal; (4) there are the 11 post-conflict effects; (5) other parties’ involvement are students’ friend, teacher, and parents. Students’ fundamental method to understand a conflict is their experience and view relating to the level of conflict concept and handling method. External parties’ involvement is significant in offering help to l students’ conflict impact. The research result is expected as considered for the regulation or juridical matters directed at the knowledge of conflict and ways of handling it.

A Study on Teacher Practice Experience of Restorative Life Education as an Educational Approach to School Conflict and School Violence Issues

A Study on Teacher Practice Experience of Restorative Life Education as an Educational Approach to School Conflict and School Violence Issues

Strategies employed by education managers in managing and resolving conflicts in the Bulawayo Metropolitan province schools, Zimbabwe

Conflict is an integral part of school management and its existence must not be shunned as it stimulates creative and innovative ways of thinking which enhance organisational growth and performance. The purpose of the study reported on here was to investigate how education managers executed Thomas and Kilmann’s model in managing and resolving conflicts in schools to avert chaos and anarchy with the ultimate intention of enhancing productivity. A constructivist, inductive grounded theory utilising a qualitative approach was employed. Qualitative data were generated using a semi-structured interview protocol from 4 information-rich education managers who were purposively selected. The inclusion criteria for the participants were age, experience, professional qualifications and the sample was determined by theoretical saturation. Data generated were thematically analysed. The study revealed that the conflict management and resolution model used by education managers in schools was contingent to their environment and perception. It also revealed that conflict was innovative and stimulated thought processes. As a result, schools must recruit education managers who are transformative, democratic and equipped with the appropriate strategies for managing and resolving conflict if teachers’ morale is to be boosted and productivity enhanced.

Successes and Challenges of Student Councils in Mitigating Student Conflicts in Secondary Schools in Kericho County, Kenya

Several incidences of student conflicts have been witnessed in the different schools, which have caused widespread material losses and other social impacts. The objective of this study was to evaluate the Successes and Challenges of Student Councils in Mitigation of Student Conflicts in Secondary Schools in Kericho County, Kenya. The study was underpinned by the participative leadership theory. The study utilized the evaluation research design. The study targeted the following categories of respondents; students, teachers, school principals or head teachers, School boards of management, County director of education and Sub- County directors of education in Kericho county. Both probability and non-probability sampling techniques were used to obtain respondents. The total sample for the study included 384 students, 120 teachers, 19 school heads or principals, 19 deputy principals, 19 members of the school boards of management, 1 County director of education and 6 sub-county directors of education. The total sample for the study was568 respondents. Data was collected through Questionnaires, Interviews and Focus group discussions. Quantitative data was analyzed using descriptive statistics and presented through frequencies, percentages, mean and standard deviation. Qualitative data analysis utilized data coding and narrative analysis and presented in form of graphs, charts and tables. The study concluded that the councils are not as effective as they should because the leaders are not trained on skills of conflict mitigation. The student council which is formed with great influence from the administration has failed to assist in conflict mitigation because the students do not trust it. The study recommends that the administration in every school should ensure they offer proper training to the student council on conflict mitigation tactics.

Learning to Cope with Problem Situations in Vocational Education/Training

Resolving teacher-student conflicts in high school is a challenge that can negatively impact the learning environment, school climate, or student development. This article analyses the most common situations that cause conflicts. Based on the findings, we present a practical example (a model situation solved using the participatory method) where we tried to resolve these conflicts and improve the relationships between teachers and students. One of the School Problems, or problematic situations, is the miscommunication and misunderstanding between the mentioned parties. Conflicts often arise from misinterpreting assignments, mismatched expectations, or emotional reactions. In response to this issue, we conducted a practical experiment in the safe environment of a university, during which we simulated real conflict scenarios and looked for effective ways to resolve them. In the roles of teacher and pupils/students, some students were future teachers of practical teaching.The results show that effective communication, empathy, and dialogue can significantly reduce conflict and strengthen teacher-student interactions.

Causes of conflicts in schools according to the school administrators’ perspective

Causes of conflicts in schools according to the school administrators’ perspective

학부모의 교권 침해 상황에서 나타난 학교장 리더십 분석 -서이초 교사 사건 이후 신문기사와 FGI를 중심으로-

To investigate principals’leadership role and its relevance in school situation in conflict, this study analyzes news articles regarding school principals and interviews with a group of experienced teachers, and identifies some concrete contents of leaderships working on the school sites. Firstly, this study reviews increasing school conflicts by parents’demand for and dissatisfaction with teachers, the leadership roles by principals, and current principal selection institution and training programs and confirms that within current system, it is difficult to form effective and capable leadership to solve conflict democratically and efficiently in school situations. Secondly, this study search news articles for two months from July 18 to september 17 using the Korea Press Foundation's Big Kinds (www.bigkinds.com) service and find 217 articles related to the terms 'teacher rights' and 'principal'. After discussion, 14 articles and 22 cases were extracted and analyzed and a few distinctive leadership types are found such as avoiding responsibility, scolding teacher involved for responsibility, decisions pending, positive conflict mediation type, and proactive communication type. Thirdly, through focus group interview, we check how these kinds of leadership work on school-sites. Based on this analysis, we conclude that further researches and public discourse on leadership formation and principals’ selection and training are required.

TYPES OF CONFLICTS IN SELECTED SECONDARY SCHOOLS IN URIRI AND NYATIKE SUB-COUNTIES, KENYA

This study sought to examine the types of conflicts in the selected secondary schools in Uriri and Nyatike Sub-Counties, Kenya. The target population of the study included 1960 teachers, 87 principals and 87 senior teachers in 87 secondary schools in Uriri and Nyatike Sub Counties. The study relied on self- administered questionnaires and focus group discussions. Adopting a descriptive survey design, data was collected from a sample of 319 teachers, 29 principals and 29 senior teachers. The primary data was collected through semi-structured questionnaires to allow for collection of structured for ease of coding and analysis. Focus group discussions was also organized for senior teachers within the schools to shed more insights on the various types of conflicts that are experienced in secondary schools. The findings reveal that conflicts characterized by incompatible solutions for resource distribution, differences in opinions, and work-related disagreements are common among teachers in schools. While both teachers and principals acknowledged experiencing conflicts related to resource allocation and work-related disagreements, teachers expressed greater concern for conflicts arising from differences in opinions and emotional harm. Conversely, principals identified conflicts related to differences in desired outcomes and the need to punish opponents as the most common. The study provides valuable insights to teachers and principals on the various types of conflicts in schools to help stakeholders to effectively manage the conflicts and create a conducive learning environment that prioritizes collaboration, respect, and the holistic development of students and educators.

TEACHER ACTIVITIES AGAINST VICTIMIZATION IN SCHOOL

Conflicts are encountered on a daily basis and are a common, inevitable part of life and part of human nature. Conflicts occur between people of all ages, i.e., between adults, between adults and children, and between children. The very realization of their existence, and the fact that we are thinking and talking about conflicts is an important way of providing strategies to resolve them. There are many ways to resolve conflicts; some prove to be successful, and others not; however, there is no single, correct or universal recipe for conflict resolution. There are just different paths, which we keep rediscovering over and over again. The same goes for resolving conflicts in school, which is why it is very important that an appropriate climate is created in the school, which promotes positive values. At the same time, it is important that both teachers and students are trained in (potential) conflict resolution. This research focuses mainly on the perception of real and potential conflicts and indicates possible solutions, which were created as part of the international Erasmus + project Mediators and Peacemakers Against Peer Victimization – MEPEV . Keywords: conflict resolution, conflict situations, mediation and peacemaking, mediation in school

Responding To Cyber Risk With Restorative Practices: Perceptions And Experiences Of Canadian Educators

ABSTRACT Restorative practices are gaining traction as alternative approaches to student conflict and harm in schools, potentially surpassing disciplinary methods in effectiveness. In the current article, we contribute to the evolving understanding of restorative practices in schools by examining qualitative responses from educators regarding restorative interventions for online-mediated conflict and harm, including cyberbullying and sexting. Participants include pre-service educators, as well as junior and senior teachers with varying levels of familiarity with restorative practices. Our findings highlight how educators who have implemented these practices largely hold positive perspectives of their effectiveness for resolving cyber conflicts and restoring a positive classroom environment. Educators emphasize the value of meaningful changes in student behaviour and acknowledge the potential of face-to-face mediation in mitigating online harm and promoting digital citizenship, though some educators raise questions about the appropriateness of restorative responses to serious incidents of online-mediated harm. This research offers fresh insights into the challenges and potential of restorative practices in schools, particularly in addressing cyber-based conflicts. We emphasize implementation challenges related to the distinct contexts in which schools operate and the influence of broader societal and systemic factors on the success of restorative practice initiatives.

Conflict-competent leadership

Conflict management is one of the most stressful and frustrating aspects of a school leader’s job. An inability to overcome conflicting viewpoints, ever more palpable in today’s polarized climate, stymies innumerable school reform efforts. Yet, the subject is rarely examined in graduate-level leadership preparation programs or in-service professional development. Robert Feirsen and Seth Weitzman explain that conflict in schools is normal and discuss why knowing how to manage conflict can strengthen leaders and build capacity for school improvement. They offer specific strategies to build conflict resolution skills and embed collaborative problem solving in school culture.

Influence of Job Stress and Work Environment on Teachers’ Work-Family Conflict in Ijebu North Public Secondary Schools, Ogun State, Nigeria

Work-family conflicts have become increasingly important for organizations to consider. Its challenges in the world of work and family in recent decades have stimulated much research on the subject matter. Also, there are a number of factors that can lead to increased work-family conflict. Therefore, this study investigated the influence of job stress and work environment on teachers’ work-family conflict in Ijebu North public secondary schools, Ogun State, Nigeria. Two hypotheses were formulated and tested to guide this study. A descriptive survey research design was employed in this study. The population for the study consisted of all teachers in public secondary schools in Ijebu North local government of Ogun State, Nigeria. A sample of one hundred and twenty (120) respondents was selected for this study using multi-stage sampling procedure and simple random sampling technique. Four (4) research instruments were used for the study. The instruments are Demographic Data Form (DDF), Teacher Stress Inventory (TSI), Work-Family Conflict Scale (WFCS) and Work Environment Questionnaire (WEQ). Findings of the study revealed that there was a significant composite and relative contribution of job stress and work environment on teachers’ work-family conflict in Ijebu-North Public Secondary Schools, Ogun State, Nigeria (R=.320; R2 =.103; F (2, 117) = 6.691; P<.05). Work environment is the most potent predictor of teachers’ work-family conflict in Ijebu-North Local Government (B = .280; t = 2.803, P > 0.01) followed by job stress (B = 0.71; t = .705, P > 0.01). Based on these findings, it was recommended among others that the school as an organisation should assist teachers to better coordinate workplace and family roles by offering family-friendly benefits. It was also suggested that the school should create a good atmosphere for teachers so as to be able to relax and have fun during leisure hours.

LUDICITY AS A POSSIBILITY OF EDUCATIONAL STRATEGY IN THE LEARNING PROCESS IN THE EARLY YEARS OF ELEMENTARY EDUCATION I

This article aims to show that conflicts of coexistence, interaction and sociability were very accentuated with the return to face-to-face classes in the physical space of the school after the most serious period of the pandemic in 2022. Linked to this situation, teachers observed an increase of the learning deficit during the period that students were taking classes at home via remote learning. This topic is burning nowadays. Thus, the general objective of the work is to show how playfulness can mobilize educational well-being strategies to reduce coexistence conflicts and enhance learning processes in relation to the return to face-to-face classes at school in pandemic times among students in the initial years of Fundamental Teaching I. The methodology used uses the bilbiographical method and qualitative approach (MINAYO, 2001) using publications, informational and communicative reports and articles from the internet that debate school conflicts in the return to face-to-face classes after the most critical period of the pandemic . The reflection and debate resulting from the study proposes pedagogical strategies based on playfulness to combine with other strategies the reconstruction of new educational horizons that help in the development of educational innovation in contemporary times. Therefore, a brief contextualization of the events is necessary to demonstrate a little of the scenario in times of a pandemic, specifically, school conflicts most debated by teachers in internet publications, the school phase chosen is the initial years of Elementary School I. In In short, develop other ways of inserting playfulness and we propose play structures within this new educational process.

Prophetic-based Conflict Management Model in Senior High School

The lack of competence of principals in resolving conflicts in schools is of particular concern because it is related to the progress of an educational institution. This study aims to develop models and research products that are useful for education and literacy used by school principals in managing conflict in schools. The research method used is the research and development of the ADDIE model. The research subjects were linguists, materials experts, and learning design experts to validate research products, while to test user responses, the subjects selected were the principal of SMA PGRI Metro City, SMA Ma’arif 1 Metro City, and SMA Muhammadiyah 02 Metro City. Data collection was done using questionnaires, and the results were analyzed qualitatively and descriptively. This research went through several stages, namely: 1) the model development stage, which was carried out at the analysis stage, namely analyzing the characteristics of the school; 2) the feasibility of a prophetic-based conflict management model product; and 3) the use of the prophetic conflict management module through user response testing. As a result, prophetic conflict management is in the very good category to use. The format and layout aspects of the conflict management module fall into the very appropriate category. In the aspect of writing, the Prophetic conflict management module is in the very appropriate category. In the aspect of formulating the outline of the material, the principal must improve conflict management skills by participating in training or developing conflict management capacity in schools. The implementation of the principal’s role in creating a harmonious and comfortable school organizational climate can be realized if he can demonstrate fair and responsible leadership behavior.
 Keywords: Principal, Prophetic-Based Conflict Management

MITIGASI RISIKO DALAM MEREDAM KONFLIK DI SEKOLAH [STUDI KASUS PADA TK & SD RABBANI BANDUNG

This research aims to identify and analyze risk mitigation efforts that are effective in reducing conflict in the school environment, with a focus on case studies at Rabbani Kindergarten & Elementary School in Bandung. Conflict in schools can be detrimental to both students and teaching staff, so there is a need for measurable and targeted strategies to reduce risks and overcome these conflicts. The research method used involved observation, interviews, and document analysis to understand the context of conflict at Rabbani Kindergarten & Elementary School in Bandung. The research results show that effective risk mitigation involves a combination of conflict prevention, quick conflict handling, and the creation of an inclusive school environment. In addition, risk mitigation involves various related parties such as students, parents, and school staff in the handling process which is also a key factor in reducing potential conflicts. The school manages to create a harmonious environment by effectively managing conflicts and implementing positive initiatives. Stakeholder involvement and regular evaluations can maintain the sustainability of risk mitigation policies that have been implemented.