Role of School Principals in Conflicts Experienced at Schools

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dc.contributor.authorArgon, Türkan
dc.contributor.authorGöksoy, Süleyman
dc.date.accessioned2020-04-30T23:31:44Z
dc.date.available2020-04-30T23:31:44Z
dc.date.issued2016
dc.departmentDÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description1st International Conference on Lifelong Education and Leadership for All -- OCT 29-31, 2015 -- Palacky Univ, Olomouc, CZECH REPUBLICen_US
dc.descriptionWOS: 000382504900011en_US
dc.description.abstractThis study aimed to identify conflicts at schools resulting from school principals, behaviours of principals during conflicts and the reasons of conflicts and suggest constructive ways that school principals can use during conflict management. The study based on the survey model utilized a qualitative research method. Working group of the study was composed of 57 teachers employed in Bolu in 2013-2014 academic year. Data were collected with the help of semi-structured interview form and analyzed by using content and descriptive analysis. Results of the study are as follows: Personal attitudes of school principals (being insistent, inability to listen to others, indifference, differences of opinion and political views, bias etc.) and their professional behaviours (lack of knowledge about professional tasks, unfairness, lack of discipline, creating authority gap etc.) cause conflicts. Principals can present democratic-constructive, authoritarian, mediator, oppressive and indifferent approaches during the conflict process. Personal (character, feelings, world view, culture, attitude etc.) and professional (experience, status, performance, education, knowledge of legislations etc.) factors are effective on the behaviours of the principals during this process. Principals should present humanistic positive personal characteristics (be respectful, principled, virtuous, tolerant etc.), be able to assess the situation from multiple aspects and have healthy communication. Professionally, school principals should be objective, unbiased, constructive and mediating as well as democratic based on legislations and rules.en_US
dc.description.sponsorshipMoravian Univ Coll Olomoucen_US
dc.identifier.endpage90en_US
dc.identifier.isbn978-605-66495-0-9
dc.identifier.startpage80en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12684/4442
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherIclel Conferencesen_US
dc.relation.ispartofIclel 2015: 1St International Conference On Lifelong Learning And Leadership For Allen_US
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSchool principalen_US
dc.subjectconflict at schools and conflict managementen_US
dc.titleRole of School Principals in Conflicts Experienced at Schoolsen_US
dc.typeConference Objecten_US

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