Teachers’ Attitudes towards Behaviour Patterns in Social Conflicts in Primorsko-Goranska County in Croatia
Keywords:
avoidance, cooperation, conflict resolution training, teachers, winning
Abstract
The aim of the empirical research is to determine primary school teachers’ attitudes towards behaviour patterns in social conflict. A primary school teacher is the role model for his/her pupils, so in the context of the theory of hidden curriculum, the purpose of the study is determining a better understanding of teacher’s needs for further conflict resolution training. A
Scale of Attitudes toward social conflicts was applied to a stratified sample of 155 teachers in the Primorje-Gorski Kotar County, Croatia, measuring three patterns of behaviour: avoidance/adaptation, cooperation, and winning. According to the results, the teachers most frequently have positive attitudes toward a pattern of cooperation, and most seldom toward
a pattern of winning. Winning is negatively correlated with cooperation, and positively correlated with avoidance/adaptation. The authors recommended systematic social skills training necessary for managing conflict for a specific group of teachers. The authors believe these findings could raise interest and awareness for further studies in the field of conflict studies
in education.
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References
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Zembylas, M. (2011). Peace and Human Rights Education: Dilemmas of Compatibility and Prospects for Moving Forward. Prospects: Quarterly Review of Comparative Education, 41(4), 567-579.
Bandura, A. (1978). The Self System in Reciprocal Determinism. American Psychologist, 33, 344-358.
Bandura, A. (1986). Social Foundation of Thought and Action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Basit, A., Rahman, F., Jumani, N., ul Hasan C., S., & Malik, S. (2010). An analysis of conflict resolution strategies in Pakistani schools. International Journal of Academic Research, 6(2), 212-218.
Bašić, S. (2000). The Concept of the Hidden Curriculum. Napredak, 141(2), 170-181.
Bloom, B. S. (1972). Innocence in Education. The School Review, 80(3), 333-352.
Cindrić, M., Miljković, D., & Strugar, V. (2010). Didactic and Curriculum. Zagreb: IEP-D2.
Cornille, Th. A., Pestle, R. E., & Vanwy, R. W. (1999). Teachers’ conflict management styles with peers and students’ parents. International Journal of Conflict Management, 10(1), 69-79.
Čepić, R., Tatalović Vorkapić, S., Lončarić, D., Anđić, D., & Skočić Mihić, S. (2015). Considering Transversal Competences, Personality and Reputation in the Context of the Teachers’ Professional Development. International Education Studies, 8(2), 8-20. doi:10.5539/ies. v8n2p8
Čepić, R., & Tatalović Vorkapić, S. (2015). Teachers’ Informal Learning and Personality: Context and Challenges in Professional Practice. In T. Grušovnik (Ed.), Obzorja učenja: vzgojno-izobraževalne perspective (pp. 283-298). Koper: Univerza na Primorskem, Znanstveno-raziskovalno središče, Univerzitetna založba Annales Ludus.
Dolar Bahovec, E., & Bregar Golobič, K. (2004). The School and Kindergarten Through mirror. Manual for Kindergartens, Schools and Parents. Ljubljana: DZS.
Fields, B. (1998). Interpersonal Conflict in Schools: How teachers manage conflict in the workplace. Education and Society, 16(1), 55-72.
Frymier, A. B., & Houser, M. L. (2000). The Teacher-Student Relationship as an Interpersonal Relationship. Communication Education, 49(3), 207-219.
Galtung, J. (2000). Conflict Transformation by Peaceful Means (the Transcend Method). New York: United Nations Disaster Management Program.
Gordon, D. (1982). The Concept of the Hidden Curriculum. Journal of Philosophy of Education, 16(2), 187-198.
Hodkinson, P. (2005). Learning as Cultural and Relational: Moving Past Some Troubling Dualisms. Cambridge Journal of Education, 35(1), 107-119.
Jančec, L., Tatalović Vorkapić, S., & Lepičnik Vodopivec, J. (2014). Hidden curriculum determinants in (pre)school institutions - implicit cognition in action. Book Chapter to be Appeared. In J. Zheng (Ed.), Exploring Implicit Cognition: Learning, Memory, and Social Cognitive Processes (pp. 216-242). IGI-Global.
Jenkins, S., Ritblatt, S., & MCDonald, J. S. (2008). Conflict resolution among early childhood educators. Conflict Resolution Quarterly, 25(4), 429-450.
McDiarmid, G. (1987). The Development of a Conceptual-Empirical Theory of Curriculum. Interchange, 18(3), 38-62.
Miljak, A. (2007). Learning by Doing and Participating in a Group of Professional Educators. In V. Previšić, N. N. Šoljan, & N. Hrvatić (Eds.), Pedagogy: Towards lifelong education and the knowledge society 1 (pp. 201-214). Zagreb: Croatian Pedagogic Society.
Morris-Rothspupil, B. K., & Brassard, M. R. (2006). Teachers’ Conflict Management Styles: The Role of Attachment Styles and Classroom Management Efficacy. Journal of School Psychology, 44(2),105-121.
Pennington, D. C. (2008). Fundamentals of Social Psychology. Zagreb: Naklada Slap.
Rose, R., & Doveston, M. (2008). Pupils Talking about Their Learning Mentors: What Can We Learn?. Educational Studies, 34(2), 145-155.
Seddon, T. (1983). The Hidden Curriculum: An Overview. Curriculum perspectives, 3, 1-6
Tatalović Vorkapić, S., Vlah, N., & Mejovšek, M. (2012). Construction of the Scale of Attitudes Towards Behaviour Patterns in Social Conflicts. Suvremena psihologija, 15(2), 144-155.
Thomas, K. W., & Kilmann, R. H. (1977). Developing a Forced-Choice Measure of Conflict-Handling Behavior: The “Mode”Instrument. Educ. & psychol. Measurement, 1(1), 309-25.
Tschannen-Moran, M. (2001). The Effects of a State-Wide Conflict Management Initiative in Schools. American Secondary Education, 29(3), 2-32.
Verhoeve, S. (2008). Peace-Teaching: Evaluating the Role of Education in Post-Conflict Cambodia. Undercurrent, 5(3), 45-52.
Vizek Vidović, V., Rijavec, M., Vlahović-Štetić, V., & Miljković, D. (2003). Psihologija Obrazovanja. Zagreb: IEP-VERN.
Vlah, N. (2010). Concept and structure of social conflict. Educational Sciences, 2(12), 373-385.
Vlah, N. (2013). Desirable behavior of young people in conflicts. Zagreb: Biakova d.o.o.
Vlah, N., Vejo, E., Bijedić, M., & Muftić, E. (2011). The Relationship Between Attitudes on Behaviour Patterns in Social Conflicts and the Levels of Behavioural Disorders in Adolescents. Defectology, 17(1), 30-34.
Vlah, N., & Pinoza Kukurin, Z. (2012). Attitudes of the Students of the Faculty of Teacher Education in Rijeka towards Models of Behaviour in Social Conflicts. Napredak, 153(1), 39-52.
Weeks, D. (2000). The Eight Essential steps to Conflict Resolution. Osijek: Sunce.
Welch, M. (1998). Collaboration: Staying on the Bandwagon. Journal of Teacher Education, 49(1), 26-37.
Weldon, G. (2010). Post-conflict Teacher Development: Facing the Past in South Africa. Journal of Moral Education, 39(3), 353-364.
Wilmot, W. W., & Hocker, J. L. (1998). Interpersonal Conflict. USA: McGraw-Hill.
Zembylas, M. (2011). Peace and Human Rights Education: Dilemmas of Compatibility and Prospects for Moving Forward. Prospects: Quarterly Review of Comparative Education, 41(4), 567-579.
Published
2015-12-31
Section
VARIA
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