A CRITICAL INCIDENT ANALYSIS OF PARENT-SCHOOL ADMINISTRATORS' CONFLICTS IN PRIMARY SCHOOLS

Yıl 2024, Cilt: 13 Sayı: 1, 78 - 92, 31.03.2024

Metin Özsoy Erkan Tabancalı

https://doi.org/10.55020/iojpe.1266450

Öz

Examining the disputes that arise between parents, teachers, and students is the goal of this study. The study, which was carried out at the primary school level, where parent-child interaction is high, employed the critical incident analysis method. The typical sampling method was used to select participants for the study, and school principals were required to have at least 5 years of managerial experience. As a part of this research, interviews were conducted with 10 elementary school principals working in the Tuzla district of Istanbul. A semi-structured form, prepared by the researchers in consultation with experts, was used as a data collection tool. As a result of the interviews, themes were identified relating to "reasons of conflict," "conflict resolution methods," "end of conflict," and "impact and change of conflict." Effective communication, active listening, valuing others, seeking support, and displaying a firm stance were identified as conflict resolution methods. The conflicts affected school principals emotionally and influenced them to behave more professionally. The study's conclusions include that school principals should receive training in communication skills, have their legal standing reinforced, and become more professional. Given the critical importance of managing conflicts in educational settings, recommendations for researchers are offered.

Anahtar Kelimeler

Critical incident analysis, conflicts, professionalization, effective communication.

Etik Beyan

This study was presented as an oral presentation at the Xth International Eurasian Educational Research Congress. Permission number 2022.12 (December 28, 2022) was obtained from the Yıldız Technical University Ethics Committee for the study. The researchers followed the research ethics guidelines. There is no potential conflict of interest between the authors.

Kaynakça

• Addi-Raccah, A., & Grinshtain, Y. (2021). Teachers’ professionalism and relations with parents: teachers’ and parents’ views. Research Papers in Education, 1-23. https://doi.org/10.1080/02671522.2021.1931949
• Albez, C. (2016). Okul yöneticilerinin veli katılım çalışmalarını örgütleme becerilerinin incelenmesi [Examining school administrators' organizing skills for parent involvement activities] (Unpublished doctoral dissertation). Atatürk University.
• Aljhani, Y. M. S., Hassan, J., & Amzat, I. H. (2011). Strategic conflict management of secondary school administrators in the Tabuk region, Saudi Arabia. Interdisciplinary Journal of Contemporary Research in Business, 3(4), 725.
• Amado, N., Pratas, H., & Horta, I. (2012). Teachers and parents` perceptions of conflict in early childhood. In L. Chova, A. Martínez, and I. Torres (eds.), Proceedings of the 5th International Conference of Education, Research, and Innovation- ICERI 2012 (pp.1165-1171). Madrid: IATED.
• Andreea-Mihaela, N. (2014). Education organizations and conflict management: A sociological analysis of the pre university system. Revista de Științe Politice. Revue des Sciences Politiques, (44), 170-183.
• Aydın, İ., Arastaman, G., & Akar, F. (2011). Türkiye ‘de ilköğretim okulu yöneticileri ile rehber öğretmenler arasındaki çatışma kaynakları [Sources of conflict between primary school principals and school counsellors in Turkey]. Education and Science, 36(160), 199–212.
• Bernard, H. R. (2011). Research methods in anthropology: Qualitative and quantitative approaches. Rowman & Littlefield Publishers Inc.
• Bilton, R., Jackson, A., & Hymer, B. (2018). Cooperation, conflict and control: Parent–teacher relationships in an English secondary school. Educational Review, 70(4), 510-526. https://doi.org/10.1080/00131911.2017.1410107
• Butterfield, L. D., Borgen, W. A., Amundson, N. E., & Maglio, A. S. T. (2005). Fifty years of the critical incident technique: 1954-2004 and beyond. Qualitative research, 5(4), 475-497. https://doi.org/10.1177/146879410505692
• Carbonneau, K. J. (2020). Teacher judgments of student mathematics achievement: The moderating role of student-teacher conflict. Educational Psychology, 40(10), 1211-1229. https://doi.org/10.1080/01443410.2020.1768223
• Ciuladiene, G., & Kairiene, B. (2018, May). The resolution of conflict between teacher and student: teachers’ narratives. In society. Integratıon. Education. Proceedings of the International Scientific Conference (Vol. 3, p. 235-245). https://doi.org/10.17770/sie2018vol1.3249
• Collins R. (2015). Sosyolojide dört ana gelenek [Four Sociological Traditions] (Trans: Ümit Tatlıcan). Sentez Publishing.
• Crawford, D., & Bodine, R. (1996). Conflict resolution education: A guide to implementing programs in schools, youth-serving organizations, and community and juvenile justice settings. Washington DC: US Department of Justice. https://www.ojp.gov/pdffiles/conflic.pdf
• Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Sage
• Çakmak, E. (2013). Sosyo-ekonomik açıdan farklı bölgelerdeki ilkokul müdürlerinin öfkeli velilerle çatışma durumlarının incelenmesi [Examining the conflict situations of primary school principals in socio-economically different regions with angry parents] (Unpublished master thesis). Yıldız Technical University.
• Çalık, A. (2021). Duygusal zekâ ve örgütsel çatışma yönetimi [Emotional intelligence and organizational conflict management]. Gazi Publishing.
• Epstein, J. L., & Sanders, M. G. (1998). What we learn from international studies of school-family-community partnerships. Childhood Education, 74(6), 392-394.
• Freyer, H. (2012), Sosyoloji kuramları tarihi [Sociological theory of history]. Doğu Batı Publishing.
• Girgin, S. (2020). Öğretmenlerin algılarına göre okul yöneticilerinin çatışma yönetim tarzları ile öğretmenlerin örgütsel sessizlik düzeyleri arasındaki ilişki [The relationship between school administrators' conflict management styles and teachers' organizational silence levels according to teachers' perceptions] (Unpublished doctoral dissertation). İstanbul Okan University.
• Gremler, D. D. (2004). The critical incident technique in service research. Journal of service research, 7(1), 65-89.
• Guo, Y., & Mohan, B. (2008). ESL parents and teachers: Towards dialogue? Language and Education, 22(1), 17-33. https://doi.org/10.2167/le731.0
• Gwernan‐Jones, R., Moore, D. A., Garside, R., Richardson, M., Thompson‐Coon, J., Rogers, M., Cooper, P., Stein, K., & Ford, T. (2015). ADHD, parent perspectives and parent–teacher relationships: Grounds for conflict. British Journal of Special Education, 42(3), 279-300. https://doi.org/10.1111/1467-8578.12087
• Hughes, H., Williamson, K., & Lloyd, A. (2007). Critical incident technique. In S. Lipu, K. Williamson, & A. Lloyd (Eds.), Exploring methods in information literacy research (Vol. 28, p. 49–66). Centre for Information Studies, Charles Sturt University. https://doi.org/10.1016/B978-1-876938-61-1.50004-6
• Kainz, K., & Aikens, N. L. (2007). Governing the family through education: A genealogy on the home/school relation. Equity & Excellence in Education, 40(4), 301-310. https://doi.org/10.1080/10665680701610721
• Kepenekci, Y. K., & Çınkır, Ş. (2006). Bullying among Turkish high school students. Child abuse & neglect, 30(2), 193 204.
• Karip, E. (2013). Çatışma yönetimi [Conflict Management]. Pegem A Publishing.
• Kimber, M., & Campbell, M. (2014). Exploring ethical dilemmas for principals arising from role conflict with school counsellors. Educational Management Administration & Leadership, 42(2), 207-225. https://doi.org/10.1177/1741143213499259
• Koçel, T. (2015). İşletme yönetimi [Business Management]. Pegem A Publishing.
• Köseoğlu, Ö., & Aydin, İ. (2022). Sosyal ağlar ve örgütsel çatışma: Devlet ilkokullarında bir uygulama [Social networks and organizational conflict: an application in public primary schools]. Bilgi Journal of Social Sciences, 24(1), 174 221. https://doi.org/10.54838/bilgisosyal.1084629
• Lareau, A., & Muñoz, V. L. (2012). “You’re not going to call the shots” structural conflicts between the principal and the PTO at a suburban public elementary school. Sociology of education, 85(3), 201-218.
• Lasky, S. (2000). The cultural and emotional politics of teacher-parent interactions. Teaching and Teacher Education, 16, 843-860. https://doi.org/10.1016/S0742-051X(00)00030-5
• Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
• Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.
• Nikolaou, P. (2018). Effective strategies for human resource management in educational organizations. Conflict management case studies. Journal of Contemporary Education, Theory and Research, 2(2), 30-34.
• Özge Sağbaş, N., & Özkan, C. (2022). Veli ile yaşanan çatışmanın öğretmen performansına etkisine ilişkin öğretmen görüşleri [Teachers' views on the effect of conflict with parents on teacher performance]. Nevşehir Hacı Bektaş Veli University Journal of ISS, 12(1), 414-433. https://doi.org/10.30783/nevsosbilen.983282
• Peters, M., Seeds, K., Goldstein, A., & Coleman, N. (2008). Parental involvement in children’s education 2007. BMRB Social Research, Department for children, schools and families.
• Podolchak, N. Y., Kovalchuk, G. R., & Blynda, Y. O. (2016). Evaluation management conflicts as an economic security approach. In International Scientific Days (ISD) Conference on Agri Food Value Chain-Challenges for Natural Resources Management Society. http://dx.doi.org/10.15414/isd2016.s4.06
• Rahim, M.A. (2001). Managing conflict in organizations (3rd Edition). Quorum Books Greenwood Publishing Group.
• Robson, C., & McCartan, K. (2016). Real world research. Wiley Global Education.
• Rodríguez-Ruiz, B., Rodrigo, M. J., & Martínez-González, R. A. (2015). Cross-contextual variability in parents' and school tutors' conflict resolution styles and positive development. The Journal of Educational Research, 108(6), 480-491. https://doi.org/10.1080/00220671.2014.905764
• Saiti, A. (2015). Conflicts in schools, conflict management styles and the role of the school leader: A study of Greek primary school educators. Educational Management Administration & Leadership, 43(4), 582-609. https://doi.org/10.1177/1741143214523007
• Saldaña, J. (2013). The coding manual for qualitative researchers. London: Sage.
• Salleh, M. J., & Adulpakdee, A. (2012). Causes of conflict and effective methods to conflict management at Islamic secondary schools in Yala, Thailand. International Interdisciplinary Journal of Education, 1(1), 15-22.
• Saltmarsh, S., & McPherson, A. (2022). Un/satisfactory encounters: Communication, conflict and parent-school engagement. Critical Studies in Education, 63(2), 147-162. https://doi.org/10.1080/17508487.2019.1630459
• Sarıpınar, G. G. (2014). Meslek liselerinde öğrenim gören öğrencilerin akranları ve öğretmenleri ile yaşadıkları çatışma ile çatışma yönetim stratejileri [Conflict and conflict management strategies of vocational high school students with their peers and teachers]. (Unpublished master's thesis). Bahcesehir University.
• SEGE, (2022). İlçelerin sosyo-ekonomik gelişmişlik sıralaması [Socio-economic development ranking of districts] Ministry of Industry and Technology, General Directorate of Development Agencies.
• Şahin, A. (2016). İlköğretim kurumu yöneticilerinin yönetsel ilişkilerinde kullandıkları mizaha ilişkin görüşler ile mizah iklimi, yöneticilerin mizah tarzları ve çatışma yönetimi stratejileri arasındaki ilişki [The relationship between primary school administrators' views on the humor they use in their managerial relationships and humor climate, administrators' humor styles and conflict management strategies] (Unpublished doctoral dissertation). Akdeniz University.
• Şimşek, M. Ş., Akgemci, T., & Çelik, A. (2003). Davranış bilimlerine giriş ve örgütlerde davranış [Introduction to behavioral sciences and behavior in organizations]. Adım Publishing
• Thijs, J., & Eilbracht, L. (2012). Teachers' perceptions of parent–teacher alliance and student–teacher relational conflict: Examining the role of ethnic differences and “disruptive” behavior. Psychology in the Schools, 49(8), 794-808. https://doi.org/10.1002/pits.21635
• Trepal, H. C., & Hammer, T. R. (2014). Critical incidents in supervision training: Doctoral students’ perspectives. Journal of Professional Counseling: Practice, Theory & Research, 41(1), 29-41. https://doi.org/10.1080/15566382.2014.12033931
• Türnüklü, A., Kaçmaz, T., Gürler, S., Kalender, A., Zengin, F., & Şevkin, B. (2010). Çatışma çözümü ve akran arabuluculuk eğitiminin öğrencilerin empati becerileri üzerindeki etkileri [The effects of conflict resolution and peer mediation training on students' empathy skills]. Education and Science, 34(153), 15-24.
• Van Rhijn, T. M., Acai, A., & Lero, D. S. (2018). Measuring School–Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study. Canadian Journal of Higher Education/Revue canadienne d'enseignement supérieur, 48(3), 98-124. https://doi.org/10.7202/1057131ar
• Vestal, B. D. (2011). An investigation of preferred conflict-management behaviors in small-school principal (Unpublished doctoral dissertation). Texas A and M University.
• Xie, X., & Jiang, G. (2021). Chinese tertiary-level English as a foreign language teachers’ emotional experience and expression in relation to teacher-student interaction. Frontiers in Psychology, (12). https://doi.org/10.3389/fpsyg.2021.759243
• Yılmaz, F., & Öztürk, H. (2012). Hastanelerde yönetici hemşirelerin karşılaştıkları çatışma nedenleri ve çatışma yönetim yaklaşımları [Causes of conflict and conflict management approaches faced by nurse managers in hospitals]. Florence Nightingale Journal of Nursing, 19(3), 145-152.
• Zembat, R. (2012). Okul öncesi öğretmenlerinin okul yöneticisi, meslektaşları ve aileler bağlamında algıladıkları çatışma durumlarının incelenmesi [Examining the conflict situations perceived by preschool teachers in the context of school administrators, colleagues and parents]. Education and Science, 37(163), 203-215.