Social Science


Perceived Conflict Management Styles of Primary School Principals and Stress Level it Caused on Teachers: Gaziantep Sahinbey County Sample

Authors: Kerim Yıldız

The aim of this study was to find out the effects of conflict management styles used by primary school administrators on stress levels of teachers. Participants of the study were 470 primary school teachers, 228 of whom were female and 242 male, working in ahinbey County of Gaziantep province. Data were collected through Rahim Organizational Conflict Inventory II - ROCI II, and they were analyzed by using SPSS 15.0 package program for Windows. Results of the study revealed that school principals used integration, appeasement, avoidance and negotiation styles at moderate level according to the perceptions of teachers. As for ruling styles, they used it at below-moderate level. Integration style used by principals was observed to cause more stress on teachers compared to other styles. Perceptions of female teachers on the usage of appeasement and negotiation styles were found to be statistically lower than male teachers (p<0,05). However, conflict management styles that were used by principals did not reveal any statistically significant difference in terms of gender (P>0.05). In addition, perceived conflict management styles and stress level stemmed from conflict management styles did not reveal any significant difference in terms of age groups and education level of teachers (p>0.05). The correlation analysis between used conflict management and the stress level it caused on teachers showed that there was a significant relationship between used conflict management and stress level it caused on teachers. It can be derived from those findings that ruling style used by administrators in conflict management increased stress level of teachers at a statistically significant degree (p>0.05), as to the other conflict management styles, they decreased stress level of teachers. Key Words: Conflict, Conflict management, stress

Comments: 15 Pages.

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[v1] 2015-03-29 16:45:25

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