Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context

Year 2019, Volume: 8 Issue: 3, 781 - 799, 15.07.2019

Nikolaos Manesis Elisavet Vlachou Foteini Mitropoulou

https://doi.org/10.12973/eu-jer.8.3.781

Abstract

Conflicts are an inevitable phenomenon within organizations. The organization of interest in this study is the elementary school and the conflicts that may emerge into its context. There are many types of conflicts and their consequences vary; there are positive consequences, but also negatives ones. When teachers are to express their opinions on conflicts, they think that conflicts happen often enough, and they recognize both their negative and positive effects. The present study examined teachers’ perceptions on the frequency of certain types of school conflicts and their consequences. The researchers asked teachers working in public elementary schools in Achaia Prefecture, Greece. Personal characteristics of the study’s participants such as age, gender, years in service and teaching specialization were also taken into consideration. It was found that a small percentage of teachers believed that conflicts happen very often. In general, teachers thought that negative consequences are more frequent than positive ones, even though, they recognized the beneficial aspect of conflicts. Lastly, the teachers’ groups that were formed based on participants’ characteristics showed significant differences. Study’s limitations along with suggestions for future research are also discussed.

Keywords

Conflicts, types, consequences, primary school teacher

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