The main sources and causes of conflicts in the teaching staff
Scientific supervisor: E.I.Buzina.
NRU " BelSU", Belgorod
M.D.Kylabukhova (4rd year student of the Pedagogical Institute of the Faculty of Preschool, Primary and Special Education)
NRU "BelSU", Belgorod
Annotation.
This article focuses on the main sources and causes of conflicts in the teaching staff. The process of education and training is not complete without conflict situations. It has been established that a pedagogical conflict is one of the complex social phenomena that has a clearly structure. He performs certain functions and that every system develops dynamically. The causes and sources depend on the characteristics of the teams themselves.
Keywords.
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 this topic is determined by the significance of the study of the specifics of conflicts in the teaching staff [6]. The process of training and education is not complete without conflict situations. However, pedagogical conflicts have their own special characteristics that distinguish them from other interpersonal conflicts in the field of social interaction. The workload, facilities 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 should possess the skills and abilities of preventing and resolving conflict situations, since the problem of the interaction of participants in the pedagogical process today is becoming most acute for the modern world.
The structural components of pedagogical conflicts are the conflict situation, the parties to the conflict, the object of the conflict, the conditions of the conflict, the images of the conflict situation and conflict interaction. [3, p. 6]. The characteristic features of the 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 [1, p.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 .
In everyday life, people have developed an attitude towards conflict as a negative event. However, there are positive sides to the conflict. Consider the conflict function [6, p.12]. There are 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.
And negative impact of the conflict:
- large emotional losses;
- dismissal of employees;
- deterioration of the atmosphere in the team;
- decrease in the degree of cooperation between employees;
- a difficult restoration of relations.
When analyzing the positive and negative functions of a conflict, it is necessary to take into consideration the duration of its course: a positive, but protracted conflict can have negative consequences.
Based on the above, it can be concluded that the pedagogical conflict is one of the complex social phenomena that has a clearly structure, performs certain functions, and how every system dynamically develops [1, p. 43].
Conflict resolution and resolution is a system of measures aimed at preventing them, as well as finding ways out of the conflict [4, p. 45]. This is understood as a joint activity of the parties to the conflict aimed at the ending at the conflict and solving the problem that led to the confrontation.
In order to identify the ways of resolving a pedagogical conflict, it is necessary to learn approaches and 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.
A productive resolution of the conflict can only be if the teacher carefully analyzes the causes and motives that led to the situation.
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 [4].
To identify the main sources and causes of conflicts in the teaching staff, we conducted a survey of teachers of high school "Secondary School No. 20 of Belgorod."
It was necessary to answer the questions: "On what basis do conflicts arise in your team?" The answers were as follows:
1) based on work issues;
2) on the basis of misunderstanding and unwillingness to make concessions;
3) based on the search for truth;
4) based on envy;
5) based on the performance of unnecessary work in the labor process;
6) I am a non-conflict person.
Therefore, teachers have a lot of reasons for conflicts. The teacher should be mentally prepared for conflicts in pedagogical activity.
To the question “Do you like to argue with your colleagues?” 56% of teachers answered “Yes, but on important issues” (Fig. 1)
Fig. 1.The result of answers to the question: “Do you like to argue with your colleagues?”
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. 2)
Fig. 2. The result of answers to the question: “What, in your opinion, in most cases is the cause of conflicts?”
Thus, we can conclude that the source of the conflict often lies in a contradiction subject to certain laws, therefore, conflict situations in pedagogical groups are 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. Each conflict situation has an educational effect on its participants. Successfully resolved conflict helps to improve the psychological climate in the team.
Bibliography
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