استراتيجيات إدارة الصراع لدى المشرفين التربوين في فلسطين كما يراها المعلمون

الملخص EN

This study aimed to investigate the strategies of conflict management used by education supervisors, to determine the strategies of conflict management most preferred by teachers and to study the effect of teacher’s gender and years of experience on those strategies.

To achieve the research objectives, a questionnaire was administered to a sample of 591 male and female secondary school teachers in the northern governorates of the West Bank.

The questionnaire consisted of 38 items on school conflict management covering the domains of the study.

The results showed that there was a moderate degree of conflict management level in the schools while the overall response level reached 69.6%.

There was a significant difference among strategies of conflict management domain in favor of participation and compromising domains.

In addition, there were significant differences due to the length of experience in the domains of: participation, avoiding, and compromising in favor of 5-10 years of experience, and in favor of more than 10 years of experience in forcible and confronting domains; whereas the differences due to gender were significant in forcible and confronting domains, in favor of male teachers.

Furthermore, the results revealed significant differences due to interaction between gender and years of experience in forcible and confronting domains, in favor of male teachers of more than 10 years of experience, and in avoiding and compromising domains, in favor of male teachers of 5-10 years of experience.

The results indicate that the strategy participation domain was the domain most accepted by teachers, while the forcible strategic domain was the least accepted.