Features and causes of conflicts in the teaching staff
Semenova Anastasia Alekseevna
Student of the pedagogical institute of the faculty of mathematics and science education,
Belgorod State National Research University, Belgorod, Russia,
Е-mail:mikha.naaa@mail.ru
Scientific : senior lecturer A.V.Markov (department of foreign languages Pedagogical Institute)
NRU "BSU", Belgorod E-mail: markov@bsu.edu.ru
This article is devoted to the peculiarities of the causes of conflicts in the teaching staff. It is established that the conflict is often based on a contradiction subject to certain laws, therefore, the pedagogical conflict is very distinguished from the general mass. Reasons and sources depend on the characteristics of the teaching staff, which makes it possible to promptly and quickly resolve the conflict.
Key words:teaching staff, Pedagogical team, pedagogical conflict, conflict resolution, how colleagues interact with each other, contradiction, conflict structure, sources of conflict, ways to resolve the conflict, conflict functions, pedagogical situation.
The relevance of studying the problem of conflict in school is determined by the socio-psychological nature of the interaction of subjects of educational relations. The process of training and education is impossible without conflict. However, pedagogical conflicts have their own characteristics that distinguish them from other conflicts in the field of social interaction. The workload, privileges and privileges enjoyed by certain categories of employees, incompetence of the administration and other situations are the reasons for the confrontation of teachers. The teacher needs to have a good command of the skills and abilities to prevent and resolve conflict situations, since the problem of interaction among participants in the pedagogical process is becoming increasingly acute.
The main structural elements of a pedagogical conflict include: the subjects of the conflict, the relationship between them, the objects of the conflict, the conflict situation and the conditions of the conflict, the subject of the conflict [Kurochkina 2013:6]. Signs of conflict include:
- the presence of a situation perceived by the participants as conflicting;
- indivisibility of the object of conflict, i.e. the subject of the conflict cannot be divided fairly between the parties to the conflict interaction;
- the desire of participants to continue conflict interaction in order to achieve their goals [Deutsch 2002:14].
The pedagogical conflict is very distinguished from the general mass of conflicts, since, firstly, it reflects not only personal, but also any other features of the life of the educational system, and secondly, it affects the psychological climate, the mood of students and teachers, their emotional well-being.
Consider the conflict function [5].
Positive features:
- relaxation of tension between the parties;
- obtaining new information about the opponent;
- rallying the team in a feud with a common enemy;
- stimulation to change.
When analyzing the positive and negative functions of the conflict, it is necessary to take into account the duration of its course.
From the foregoing, we conclude that a pedagogical conflict is a clash of oppositely directed goals, interests, and positions of subjects of pedagogical interaction [Deutsch 2002: 43]. It is considered one of the most complex social phenomena that has a structured structure, performs certain functions, and dynamically develops as.Conflict resolution and resolution is a system of measures aimed at preventing them, as well as finding ways out of the conflict [Lokutov 2003: 45]. This is understood as a joint activity of the parties to the conflict aimed at ending the opposition and solving the problem that led to the clash.
In order to identify ways of resolving a pedagogical conflict, it is necessary to learn approaches by type of behavior in a conflict situation. Three fundamentally different approaches can be distinguished:
- make a difference;
- change the attitude to the situation;
- change yourself.
The following conclusion can be drawn from this: there are a lot of ways to resolve conflicts. Each pedagogical situation has an educational effect on its participants: the teacher joins the situation with some attitudes, and leaves it with a different assessment of his own deed, the assessment of himself changes. Whatever methods and styles you use to find a way out of a controversial situation, it is important to understand that an unresolved conflict will take you a lot of time and health, so you need to use maximum efforts to resolve it [Lokutov 2003: 49].
To study the main sources and causes of conflicts in the teaching staff, we conducted a survey of teachers in school number 20 in Belgorod.
87% of teachers believe that most often they have conflicts with the school administration. The interests of teachers collide with the interests of the director and the head teacher, it is with the director and the head teacher that the teacher usually solves issues that are important to him. Consequently, it is precisely such conflicts that the teacher must be prepared in the first place.
Most teachers resolve the conflict using the negotiation method, which helps them to compromise and overcome the negotiation despair. 50% of teachers noted that conflicts with the school administration cease by themselves (Fig. 1)
Fig. 1. Answers to the question: “How did the pedagogical conflict end?”
Figure 2 shows that teachers rarely enter into pedagogical conflicts, no more than 1 time per year.
Fig. 2. Answers to the question: “Do you often participate in a pedagogical conflict?”
Most teachers noted that the causes of pedagogical conflicts are: performing unnecessary work in the labor process, misunderstanding and unwillingness to make concessions, work issues (Fig. 3).
Fig. 3. Answers to the question: “What, in your opinion, in most cases is the cause of conflicts?”
78% of teachers noted that the most common strategy for behavior in a conflict situation is negotiation.
Thus, we can conclude that the conflict is often based on a contradiction, subject to certain laws, so the pedagogical conflict is very distinguished from the general mass. Reasons and sources depend on the characteristics of the teaching staff, which makes it possible to promptly and quickly resolve the conflict. The most common causes of conflicts in the teaching staff, according to teachers, are performing unnecessary work in the labor process, working issues and lack of tact in the school administration. Teachers resolve the conflict using the negotiation method, which helps them to compromise and get out of negotiating hopelessness. Each conflict situation has an educational effect on its participants. Successfully resolved conflict helps to improve the psychological atmosphere in the team.
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