Investigation of primary school teachers’ conflict resolution skills in terms of different variables

Abstract

In this study, it is aimed to determine the level of conflict resolution skills of primary school teachers and whether they vary by different variables. The study was organised in accordance with the scanning model. The universe of the study consists of primary school teachers working at 14 primary schools, two from each of the seven geographical regions. The sample group consists of 191 primary school teachers that were randomly selected from schools that make up the universe. The “Conflict Resolution Skills” scale that was developed by Rahim in order to determine conflict resolution skills and adapted into Turkish by Gümüşeli (2001) was used in this study. As a result of this study, it was found out that the conflict resolution skills of primary school teachers are at the medium level. It is seen that primary school teachers generally prefer the Integrating Approach as a general way of conflict resolution. Upon examining the relations of teachers’ conflict resolution skills with their demographic properties, a significant difference was found between the independent variables of age and duration of service and compromising approach. It was concluded that teachers between the ages of 34 and 39 tend to use the compromising approach more than teachers in other age groups, while teachers with a period of service of 21 and more tend to use the compromising approach more than teachers working at other durations of service. Conflict resolution skills of primary school teachers do not vary significantly by the variables of marital status, gender, educational status, geographical region and the province they work.