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

Yıl 2019, , 781 - 799, 15.07.2019
https://doi.org/10.12973/eu-jer.8.3.781

Öz

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.


Kaynakça

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  • Agolli, I. & Rada, A. (2015). Teacher’s experience and perceptions on conflicts at schools: their solution and addressing. Journal of Education and Social Research, 5(2), 69-72.
  • Aiken, L.R. (1994). Psychological testing and assessment (8th ed.). Boston, MA: Alyn & Bacon.
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  • Androulakis, E. & Stamatis, P. (2009). Morfes epikoinonias kata ti diarkeia ton synedriaseon tou Syllogou Didaskonton: meleti periptosis [Forms of communication during a teachers’ council meeting: A case study]. Epistimoniko Vima, 10, 107–118.
  • Athanasoula-Reppa, A. (2008). Ekpaideutiki dioikisi kai organosiaki simberifora. I paidagogiki tis dioikisis tis ekpaideusis [Educational Management and Organizational Behavior. Pedagogy of Education Administration]. Athens, Greece: Ion.
  • Avramidis, T. (2016). Dierevnisi staseon kai antilipseon ton ekpaideftikon tis Protovathmias ekpaidefsis schetika me to phainomeno ton sygkrouseon. Sygkritiki apotimisi ton nomon Attikis kai Messinias [Investigation of attitudes and perceptions of primary school teachers of the schools in the Prefectures of Attica and Messinia on the phenomenon of conflict. A comparative evaluation] (Thesis, Harokopio University of Athens). Retrieved from http://estia.hua.gr/browse/16379
  • Bagshaw, D., Lepp, M., Zorn, CR. (2007). International research collaboration: Building teams and managing conflicts. Conflict Resolution Quarterly, 24(4), 433–446.
  • Balay, R. (2006). Conflict management strategies of administrators and teachers. Asian Journal of Management Cases, 3(1), 5–24.
  • Beach, R. & Pearson, D. (1998). Changes in preservice teachers’ perceptions of conflicts and tensions. Teaching and Teacher Educationion, 14(3), 337-351.
  • Beck, E.M., Betz, M. (1975). A comparative analysis of organizational conflict in schools. Sociology of Education, 48(Winter), 59–74.
  • Bourantas, D. (2002). Manatzment [Management]. Athens, Greece: Benou
  • Bourantas, D., Vathis, A., Papakonstantinou, C. & Reklitis, P. (1999). Arches organosis kai dioikisis epichiriseon kai ipiresion [Principles of organization and administration of business and services]. Athens, Greece: National Institution for Publishing Educational Books.
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  • Chachlakis, I. & Apostolopoulou, E. (2012). Organosiakes sigkrousis [Organizational Conflicts] (Thesis, Technological Educational Institute of Crete). Retrieved from http://nefeli.lib.teicrete.gr/browse/sdo/ba/2012/ApostolopoulouEleftheria,ChachlakisIoannis/attached-document-1336992905-448554-5473/Chachlakis_Apostolopoulou2012.pdf
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  • Chong, S. L. & Ahmad, H. (2015). Principals’ Conflict Management Styles and the Existence of Latent Conflicts among School Teachers in Perak. Educational Leader, 3, 1-15.
  • Cohen, L., Manion, L., Morrison, K. (2007). Research Methods in Education (6th ed.). New York. N.Y.: Routledge.
  • Dawes, P.L. & Graham, R.M. (2005). Antecedents of Conflict in Marketing’s Cross- Functional Relationship with Sales. European Journal of Marketing 39(11-12), 1327-1344. doi:10.1108/03090560510623280.
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  • DeVellis, R. F. (1991). Scale Development: Theory and Applications. Newbury Park, CA: Sage Publications.
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  • Everard, K. & Morris, G. (1999). Apotelesmatiki ekpaideftiki dioikisi [Effective School Management]. (D. Kikizas, Trans.) Patras: Hellenic Open University.
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  • Gӧksoy, S. & Arkon, T. (2016). Conflicts at schools and their impact on teachers. Journal of Education and Training Studies, 4(4), 197-205. doi:10.11114/jets.v4i4.1388.
  • Greenfield, W.D. (1995). Toward a theory of school administration: The centrality of leadership. Educational Administration Quarterly, 31(1), 61–85.
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Yıl 2019, , 781 - 799, 15.07.2019
https://doi.org/10.12973/eu-jer.8.3.781

Öz

Kaynakça

  • Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration. Teachers College Records, 104(3), 421–455.
  • Agolli, I. & Rada, A. (2015). Teacher’s experience and perceptions on conflicts at schools: their solution and addressing. Journal of Education and Social Research, 5(2), 69-72.
  • Aiken, L.R. (1994). Psychological testing and assessment (8th ed.). Boston, MA: Alyn & Bacon.
  • Amason, A. (1996). Distinguishing effects of functional and dysfunctional conflict on strategic decision making: Resolving a paradox for top management teams. Academy of Management Journal, 39(1), 123-148.
  • Androulakis, E. & Stamatis, P. (2009). Morfes epikoinonias kata ti diarkeia ton synedriaseon tou Syllogou Didaskonton: meleti periptosis [Forms of communication during a teachers’ council meeting: A case study]. Epistimoniko Vima, 10, 107–118.
  • Athanasoula-Reppa, A. (2008). Ekpaideutiki dioikisi kai organosiaki simberifora. I paidagogiki tis dioikisis tis ekpaideusis [Educational Management and Organizational Behavior. Pedagogy of Education Administration]. Athens, Greece: Ion.
  • Avramidis, T. (2016). Dierevnisi staseon kai antilipseon ton ekpaideftikon tis Protovathmias ekpaidefsis schetika me to phainomeno ton sygkrouseon. Sygkritiki apotimisi ton nomon Attikis kai Messinias [Investigation of attitudes and perceptions of primary school teachers of the schools in the Prefectures of Attica and Messinia on the phenomenon of conflict. A comparative evaluation] (Thesis, Harokopio University of Athens). Retrieved from http://estia.hua.gr/browse/16379
  • Bagshaw, D., Lepp, M., Zorn, CR. (2007). International research collaboration: Building teams and managing conflicts. Conflict Resolution Quarterly, 24(4), 433–446.
  • Balay, R. (2006). Conflict management strategies of administrators and teachers. Asian Journal of Management Cases, 3(1), 5–24.
  • Beach, R. & Pearson, D. (1998). Changes in preservice teachers’ perceptions of conflicts and tensions. Teaching and Teacher Educationion, 14(3), 337-351.
  • Beck, E.M., Betz, M. (1975). A comparative analysis of organizational conflict in schools. Sociology of Education, 48(Winter), 59–74.
  • Bourantas, D. (2002). Manatzment [Management]. Athens, Greece: Benou
  • Bourantas, D., Vathis, A., Papakonstantinou, C. & Reklitis, P. (1999). Arches organosis kai dioikisis epichiriseon kai ipiresion [Principles of organization and administration of business and services]. Athens, Greece: National Institution for Publishing Educational Books.
  • Catana, L. (2015). Conflicts between teachers: causes and effects. Retrieved from https://www.researchgate.net/publication/313580991_Conflicts_between_Teachers_Causes_and_Effects.
  • Chachlakis, I. & Apostolopoulou, E. (2012). Organosiakes sigkrousis [Organizational Conflicts] (Thesis, Technological Educational Institute of Crete). Retrieved from http://nefeli.lib.teicrete.gr/browse/sdo/ba/2012/ApostolopoulouEleftheria,ChachlakisIoannis/attached-document-1336992905-448554-5473/Chachlakis_Apostolopoulou2012.pdf
  • Chitiris, L. (2001). Organosiaki simperifora [Organizational Behavior]. Athens, Greece: Interbooks.
  • Chong, S. L. & Ahmad, H. (2015). Principals’ Conflict Management Styles and the Existence of Latent Conflicts among School Teachers in Perak. Educational Leader, 3, 1-15.
  • Cohen, L., Manion, L., Morrison, K. (2007). Research Methods in Education (6th ed.). New York. N.Y.: Routledge.
  • Dawes, P.L. & Graham, R.M. (2005). Antecedents of Conflict in Marketing’s Cross- Functional Relationship with Sales. European Journal of Marketing 39(11-12), 1327-1344. doi:10.1108/03090560510623280.
  • De Dreu, C. & Van de Vliert, E. (1997). Using conflict in organizations. London, UK: Sage Publications Ltd.
  • Deutsch, M. (1973). The resolution of conflict. New Haven, CT: Yale University Press.
  • DeVellis, R. F. (1991). Scale Development: Theory and Applications. Newbury Park, CA: Sage Publications.
  • Di Paola, M. F. & Hoy, W. K. (2001). Formalization, conflict and changes constructive and destructive consequences in schools. The International Journal of Educational Management, 15(5), 238-244.
  • Everard, K. & Morris, G. (1999). Apotelesmatiki ekpaideftiki dioikisi [Effective School Management]. (D. Kikizas, Trans.) Patras: Hellenic Open University.
  • Fassoulis, K. (2006). H dimiourgiki dialektiki os meso antimetopisis kai diefthetisis tou sigkrousiakou phainomenou sto scholiko perivallon [The creative communication as a tool of conflict management in a school environment]. In Ath. Papas, Ath. Tsiplitaris, K. Malafantis, M. Kapetanidou, D. Voudouri, V. Lelentzi, M. Papa (Eds.), Proceedings of the 3rd Greek Conference of the HEL.I.A.P.ED. on ‘‘Critical and creative thought in education: Theory and Practice’’, 14-16 May (pp.520–525). Athens, Greece.
  • Fischer, R. (2000). Sources of conflict and methods of conflict resolution. Retrieved from https://pdfs.semanticscholar.org/c79d/9b7849528d3fa2170d33b6382f7da2b77a11.pdf
  • Fontana, A. & Frey, J. (1998). Interviewing: The art of science. In N. Denzin & Y. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 47-78). London, UK: Sage.
  • Gӧksoy, S. & Arkon, T. (2016). Conflicts at schools and their impact on teachers. Journal of Education and Training Studies, 4(4), 197-205. doi:10.11114/jets.v4i4.1388.
  • Greenfield, W.D. (1995). Toward a theory of school administration: The centrality of leadership. Educational Administration Quarterly, 31(1), 61–85.
  • Henkin, A.B., Cistone, P.J., Dee, J.R. (2000). Conflict management strategies of principals in site-based managed schools. Journal of Educational Administration, 38(2), 142–158.
  • Hocker, J.L. & Wilmat, W.W. (1991). Interpersonal conflict (3rd ed.). Boston, MA: McGraw Hills.
  • Hojbota, A., Butnaru, S., Rotaru, C. & Tita, S. (2014). Facing conflicts and violence in schools – a proposal for a new occupation: the mediation counsellor. Procedia – Social and Behavioral Sciences, 142, 396-402. doi: 10.1016/j.sbspro.2014.07.698.
  • Ignace, A. (2014). Assessment of Heads of Schools' Strategies in Managing Conflicts in Secondary Schools: A Case of Kinondoni Municipality (Thesis, The Open University of Tanzania). Retrieved from http://repository.out.ac.tz/578/
  • Iordanides, G. (2014). Diacheirisi sigkrouseon sto scholeio [Conflict management at school]. Thessaloniki, Greece: Kiriakidis.
  • Iordanides, G. & Mitsara, S. (2014). Consequences of Conflict in the Functioning of Primary Schools in Greece. International Studies in Educational Administration, 42(2), 127-14.
  • Jehn, K.A. (1995). A multimethod examination of the benefits and detriments of intragroup conflict. Administrative Science Quarterly, 40(2), 256-282.
  • Jehn, K.A. (1997). A qualitative analysis of conflict types and dimensions on organizational groups. Administrative Science Quarterly, 42(3), 530-557.
  • Jehn, K.A. & Mannix, E. A. (2001). The dynamic nature of conflict: A longitudinal study of intragroup conflict and group performance. Academy of Management Journal, 44(2), 238-251.
  • Karagianni, E. & Roussakis, I. (2015). Anatomia kai diachirisi ton sigkrouseon metaxi ton ekpaideftikon sti scholiki monada: Theorisi, dierevnisi kai praktiki [Anatomy and management of conflicts among schoolteachers: validation, exploration and practice]. In G. Papadatos, S. Polychronopoulou, & A. Mpastea (Eds.), 5th Panhellenic conference for Education Sciences, (pp. 547-558). Athens, Greece: National & Kapodistrian University of Athens. Retrieved from https://eproceedings.epublishing.ekt.gr/index.php/edusc/article/view/243/208
  • Katsaros, I. (1998). Organotiki-viomichaniki psichologia (Meros 3o) [Organizational-industrial psychology, Part 3]. Athens, Greece: Ellinika Grammata.
  • Katz, D. & Kahn, R. L. (1978). The social psychology of organizing. New York, NY: Wiley.
  • Kelley, E. A. (1979). Principles of conflict resolution. NASSP Bulletin, 63(426), 11-17.
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  • Kriesberg, L. (1998). Constructive conflicts: From escalation to resolution. Lanhman, MD: Rowman & Littlefield.
  • March, J. & Simon, H. (1993). Organizations (2nd ed.). Oxford, UK: Blackwell Publisher.
  • Mavridou, K. (2017). Diacheirisi ton sigkrouseon me tous ekpaideutikous tis scholikis monadas: o rolos toy scholikou igeti [Conflict management with school unit teachers: the role of the school leader] (Thesis). Retrieved from https://dspace.lib.uom.gr/handle/2159/20472
  • Miles, M. & Huberman, A. M. (1994) Qualitative data analysis, an expanded sourcebook (2nd ed). London: Sage
  • Mitsara, S. & Iordanidis, G. (2015). Dierevnisi ton technikon antimetopisis ton sigkrouseon sta dimotika scholia tis Elladas [Investigation of conflict resolution techniques in Primary Schools in Greece]. Erevna stin Ekpaidefsi, 3, 57-96. doi: http://dx.doi.org/10.12681/hjre.8848
  • Mohamad Johdi, S. & Apitree, 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.
  • Mullins, L. J. (2010). Management and Organisational Behaviour (9th ed.). Harlow, UK: Financial Times Prentice Hall.
  • Nebgen, M.K. (1979). Coping with conflict in educational circles. Thrust for Educational Leadership, 9(2), 25-27.
  • Okoth, A., Yambo, J. & Onyango, M. (2016). Determining Causes of Conflicts in Secondary Schools. Journal of Harmonized Research in Management, 2(2), 135-142.
  • Onsarigo, B. (2007). Factors influencing conflicts in institutions of higher learning. Department of Sociology and Anthropology, Egerton University.
  • Owens, R.O. (1995). Organizational communication. Englewood Cliffs, N.J.: PrenticeHal, Inc.
  • Ӧzgan, H. (2016). The usage of domination strategies in conflicts between the teachers and students: A case study. Educational Research and Reviews, 11(4), 146-152. doi: 10.587/ERR2015.2542
  • Pace, R. W. (1983). Organizational communication. Englewood Cliffs, N.J.: Prentice-Hall, Inc.
  • Pantopoulou, D. (2010). Apopseis ekpaideftikon Protovathmias Ekpaidefsis schetika me to fainomeno ton sigkrouseon metaxi tous sto scholiko perivallon. I periptosi tou N. Attikis [Primary Education Teachers' views on the phenomenon of conflicts in school environment. The case of Attica] (Unpublished master’s thesis). University of Aegean, Rhodes, Greece.
  • Papadopoulou, A. (2017). Oi antilipseis ton ekpaideftikon tis Defterovathmias Ekpaidefsis gia to phainomeno ton metaxi tous sigkrouseon stis scholikes monades stin Kypro [Secondary education teachers’ perceptions about conflicts’ phenomenon among teachers in Cyprus school units] (Unpublished master’s thesis). University of Aegean, Rhodes, Greece.
  • Pappa, B. (2006). To stress ton ekpaideftikon kai oi paragontes pou symvalloun stin epangelmatiki exouthenosi [Teachers’ Stress and the Factors Contributing to Professional Burnout]. Epitheorisi Ekpaideftikon Thematon, 11, 135-142.
  • Paraskevopoulos, Th. (2006). Stasis ton ekpaideftikon apenanti stis sigkrousis stis scholikes monades tis protovathmias ekpaidefsis [Teachers’ attitude towards conflicts in schools of primary education]. (Thesis, Hellenic Open University). Retrieved from https://apothesis.eap.gr/handle/repo/20611
  • Paraskevopoulos, Th. (2008). Sygkrouseis anamesa stous ekpaideftikous sto xoro tou scholeiou [Conflicts among teachers within school context]. Athens, Greece: Grigori.
  • Pasiardis, P. (2004). Ekpaideftiki igesia: Apo tin periodo tis evmenous adiaforias sti sinchroni epochi [Educational Leadership: From the period of favorable indifference to modern era]. Athens, Greece: Grigori.
  • Polichroniou, P. (2003). To tmima poliseon os pedio sigkrouseon stis epicheirisis: Prosdioristiki paragontes, metrisis sigkrouseon, sinepies, stratiyikes [Sales Department as a conflict field: Qualifying factors, conflicts measurements, effects, strategies] (Doctoral dissertation, Athens University of Economics and Business). Retrieved from https://www.didaktorika.gr/eadd/handle/10442/17322
  • Pondy. L.R. (1967). Organizational conflict: Concepts and models. Administrative Science Quarterly, 12(2), 296-320.
  • Rahim, M.A. (2001). Managing conflict in organizations (3rd ed.) Westport, CT: Quorum.
  • Robbins, S. P. (1974). Managing organizational conflict: A nontraditional approach. Englewood Cliffs, New Jersey: Prentice-Hall.
  • Robbins, S.P. & Judge, T.A. (2013). Organizational behavior (15th ed.). Boston, MA: Pearson.
  • Saiti, A. (2014). Conflicts in schools, conflict management styles and the role of school leader A study of Greek primary school educators. Educational Management Administration & Leadership, 1-28. doi: 10.1177/1741143214523007
  • Saitis, Ch. (2002). O diefthintis sto sinchrono scholio - Apo ti theoria stin praxi [Principal in contemporary school: From theory to practice]. Athens, Greece: Self-edition.
  • Saitis, Ch. (2007). O diefthintis sto sinchrono scholio - Apo ti theoria stin praxi [Principal in contemporary school: From theory to practice]. Athens, Greece: self-edition.
  • Saitis, Ch. (2008). Organosi kai diikisi domon ekpaidefsis [Organization and Administration of school structures]. Retrieved from http: //repository. edulll. gr/edulll/bitstream/10795/1377/2/1377.pdf.
  • Saitis, Ch., Darra M.D. & Psarri, K. (1996). Dysleitoyrgies stis scholikes organoseis: To organotiko plaisio kai o vathmos organosiakis ypostirixis se schesi me tis sygkrouseis [Dis-functionalities in school organisations: The organisational framework and the degree of organisational support in relation to conflicts]. Nea Paidia, 79 (Summer), 126–142.
  • Shahmohammadi, N. (2014). Conflict management among secondary school students. Procedia – Social and Behavioral Sciences, 159, 630-635.
  • Singh, B.D. (2008). Managing Conflict and Negotiation. Excel Books India.
  • Skaalvik, E. M. & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799. doi: 10.4236/ce.2016.713182
  • Somech, A. (2008). Managing conflict in school teams: The impact of task and goal interdependence on conflict management and team effectiveness. Educational Administration Quarterly, 44(3): 359–390.
  • Tekos, G. (2009). Diefthinsi scholikis monadas kai diachirisi sigkrouseon apo tin optiki gonia ton ekpaideftikon [Management of a school unit and handling of conflicts from teachers’ point of view]. Volos: University of Thessaly.
  • Tekos, G. & Iordanidis, G. (2011). Diefthinsi scholikis monadas kai diachirisi sigkrouseon apo tin optiki gonia ton ekpaideftikon [School unit management and dealing with conflicts from teachers’ point of view]. Pedagogiki Epitheorisi, 51, 199–217.
  • Thapa, T. (2014). Impact of conflict on teaching learning process in schools. Academic Voices, 5(1), 73-78.
  • Thomas, K. W. (1976). Conflict and conflict management. In M.D. Dunnette (ed.) Handbook of industrial and organizational psychology (pp. 889-935). Chicago, IL: Rand McNally.
  • Thomas, K.W. (1992). Conflict and negotiation processes in organizations. In M. D. Dunnette & L. M. Hough (eds.), Handbook of industrial & organizational psychology (pp. 651-717). Paolo Alto, CA: Consulting Psychologists Press.
  • Tjosvold, D., Hui, C. & Sun, H. (2000). Social face and open-mindedness: Constructive conflict in Asia. In: Lau, C.M., Law, K.S., Tse, K.D. and Wong, C.S. (eds), Asian Management Matters: Regional Relevance and Global Impact. London, UK: Imperial College Press, 3–16.
  • Whitaker, K. (1996). Exploring cause of principal burnout. Journal of Educational Administration, 34(1), 60-71.
  • Valsamidis P (1996). Koinonikes sigkrouseis sto scholio. [Social conflicts in schools] Scholio kai Spiti, 1 (January–February), 32–41.
  • Volakaki, M. (2015). Oi staseis kai antilipseis ton ekpaideutikon gia to fainomeno ton sigkrouseon sta scholia ths Protovathmias kai Deuterobaumias Ekpaideusis toy nomou Attikis. Mia sigkritiki apotimisi [Teachers’ attitudes and perceptions about the phenomenon of conflicts in schools of Primary and Secondary education in municipality of Attica. A comparative evaluation] (Thesis, Harokopio University of Athens). Retrieved from http://estia.hua.gr/file/lib/default/data/15916/theFile.
  • Wall, J. A. Jr. & Callister, R. R. (1995). Conflict and its management. Journal of Management, 21(3), 515-558.
  • Zavlanos, M. (1998). Manatzment [Management]. Athens, Greece: Stamoulis.
  • Zavlanos, M. (2002). Organotiki simperifora [Organizational behavior]. Athens, Greece: Stamoulis.
Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Nikolaos Manesis Bu kişi benim

Elisavet Vlachou Bu kişi benim

Foteini Mitropoulou Bu kişi benim

Yayımlanma Tarihi 15 Temmuz 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Manesis, N., Vlachou, E., & Mitropoulou, F. (2019). Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context. European Journal of Educational Research, 8(3), 781-799. https://doi.org/10.12973/eu-jer.8.3.781
AMA Manesis N, Vlachou E, Mitropoulou F. Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context. eujer. Temmuz 2019;8(3):781-799. doi:10.12973/eu-jer.8.3.781
Chicago Manesis, Nikolaos, Elisavet Vlachou, ve Foteini Mitropoulou. “Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts Within School Context”. European Journal of Educational Research 8, sy. 3 (Temmuz 2019): 781-99. https://doi.org/10.12973/eu-jer.8.3.781.
EndNote Manesis N, Vlachou E, Mitropoulou F (01 Temmuz 2019) Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context. European Journal of Educational Research 8 3 781–799.
IEEE N. Manesis, E. Vlachou, ve F. Mitropoulou, “Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context”, eujer, c. 8, sy. 3, ss. 781–799, 2019, doi: 10.12973/eu-jer.8.3.781.
ISNAD Manesis, Nikolaos vd. “Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts Within School Context”. European Journal of Educational Research 8/3 (Temmuz 2019), 781-799. https://doi.org/10.12973/eu-jer.8.3.781.
JAMA Manesis N, Vlachou E, Mitropoulou F. Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context. eujer. 2019;8:781–799.
MLA Manesis, Nikolaos vd. “Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts Within School Context”. European Journal of Educational Research, c. 8, sy. 3, 2019, ss. 781-99, doi:10.12973/eu-jer.8.3.781.
Vancouver Manesis N, Vlachou E, Mitropoulou F. Greek Teachers’ Perceptions about the Types and the Consequences of Conflicts within School Context. eujer. 2019;8(3):781-99.