Argon, TürkanGöksoy, Süleyman2020-04-302020-04-302016978-605-66495-0-9https://hdl.handle.net/20.500.12684/44421st International Conference on Lifelong Education and Leadership for All -- OCT 29-31, 2015 -- Palacky Univ, Olomouc, CZECH REPUBLICWOS: 000382504900011This 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.eninfo:eu-repo/semantics/closedAccessSchool principalconflict at schools and conflict managementConference Object8090N/A