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Relevant bibliographies by topics / Teachers – Interpersonal conflict – Lesotho

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Academic literature on the topic 'Teachers – Interpersonal conflict – Lesotho'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Teachers – Interpersonal conflict – Lesotho"

1

Fields, Barry A. "Interpersonal Conflict in Schools: How Teachers Manage Conflict in the Workplace." Education and Society 16, no. 1 (1998): 55–72. http://dx.doi.org/10.7459/es/16.1.06.

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Ahsraf, Saima, and Naila Ashraf. "Impact of Abusive Supervision on Interpersonal Conflict; Mediating Role of Breach of Psychological Contract and Moderating Role of Locus of Control." Jinnah Business Review 04, no. 01 (2016): 53–63. http://dx.doi.org/10.53369/iteu2951.

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The purpose of this study was to examine the impact of abusive supervision on the interpersonal conflict among teachers in the education sector of Pakistan. The study also explores the mediating role of breach of psychological contract and moderating role of locus of control in the proposed model. The survey was conducted on the teachers of different schools, colleges, and universities of Rawalpindi, Islamabad, Karachi and Lahore. Data was collected from 272 teachers using questionnaires. Results indicated that abusive supervision is positively associated with the interpersonal conflict. Moreo

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Zurlo, Maria Clelia, Federica Vallone, Elena Dell’Aquila, and Davide Marocco. "Teachers’ patterns of management of conflicts with students: A study in five European countries." Europe’s Journal of Psychology 16, no. 1 (2020): 112–27. http://dx.doi.org/10.5964/ejop.v16i1.1955.

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The present study proposed an application of the Rahim’ Model of Conflict Management, and aimed to explore the styles of handling interpersonal conflicts with students adopted by teachers from five European countries (Italy, Spain, Germany, Belgium, Austria), identifying specific patterns and evaluating potential differences according to teachers' Gender, Age, Working Seniority and Country of belonging. Overall, 589 secondary school teachers completed a questionnaire consisting of Socio-demographic characteristics and the Rahim Organizational Conflict Inventory-II (ROCI-II, Form B). Non-hierar

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He, Guan-Hao, Esben Strodl, Wei-Qing Chen, Fan Liu, Alimila Hayixibayi, and Xiang-Yu Hou. "Interpersonal Conflict, School Connectedness and Depressive Symptoms in Chinese Adolescents: Moderation Effect of Gender and Grade Level." International Journal of Environmental Research and Public Health 16, no. 12 (2019): 2182. http://dx.doi.org/10.3390/ijerph16122182.

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This study examined the associations of interpersonal conflict and school connectedness with depressive symptoms in Chinese adolescents. A cross-sectional study was conducted among 6576 adolescents in Shenzhen, China. Participants completed a battery of questionnaires that assessed adolescents’ depressive symptoms, conflict with parents, teachers, and peers, school connectedness, and demographics. Multiple linear regression analysis was used to explore the association of interpersonal conflict and school connectedness with depressive symptoms in adolescents. Results showed that conflicts with

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Pantiuk, Mykola, Iryna Sadova, and Svitlana Lozynska. "INTRAPERSONAL CONFLICT FACTORS OF PRIMARY SCHOOL TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 339. http://dx.doi.org/10.17770/sie2019vol2.3889.

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An essential characteristic of pedagogical activity is its conflict potential. Such specific features as high social and normative expectations and significant overloading of roles in combination with individual psychological characteristics of teacher's personality lead to the emergence or exacerbation of various intrapersonal conflicts. Unsettled conflict usually becomes a constant source of discontent with yourself and the environment, causes a high level of anxiety, starts devastating processes of emotional burnout. Therefore, it is important to provide timely assistance to teachers in sit

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Cain, Gerard, and André du Plessis. "TEACHERS’ PERCEPTIONS OF THE CONSEQUENCES OF INTERPERSONAL CONFLICT: A CASE STUDY IN THREE PRIMARY SCHOOLS." Problems of Management in the 21st Century 8, no. 1 (2013): 25–41. http://dx.doi.org/10.33225/pmc/13.08.25b.

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The purpose of this qualitative intrinsic interpretive case study, which formed part of a larger Master in Education Study, is to report on the perceptions of teachers in three primary schools regarding the consequences of conflict among educators. Fifty nine educators, including principals, participated in this study that utilised an open-ended questionnaire, semi-structured interviews and focus-group interviews. The rationale for this study was to ascertain what the perceived consequences of conflict are, in order that these schools as well as the district office of the Department of Basic E

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Polishchuk, Ganna. "PROPHYLAXIS OF SCHOOL BULLYING AT TRAINING FUTURE TEACHERS OF FOREIGN LANGUAGES." EUREKA: Social and Humanities, no. 5 (October 11, 2020): 26–31. http://dx.doi.org/10.21303/2504-5571.2020.001438.

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The article reveals the essence of bullying as a social aggression or social situation that arises in a group; psychological features of bullies, their victims and observers; modern types of bullying (physical, verbal, social, cyberbullying); psychological peculiarities of interpersonal relations of students of higher education institutions with experience of school bullying. The authors have conducted an experimental research with future foreign language teachers using the method of interpersonal perception in a conflict situation (A. Tatishcheva in the modification of O. Misenko) to clarify

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Mukhtar, Mukhtar, Risnita Risnita, and Muhammad Anggung Manumanoso Prasetyo. "THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP, INTERPERSONAL COMMUNICATION, AND ORGANIZATIONAL CONFLICT ON ORGANIZATIONAL EFFECTIVENESS." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 1 (2020): 1–17. http://dx.doi.org/10.33369/ijer.v2i1.10371.

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This study investigated whether the effect correlation exists between the Transformational Leadership, Interpersonal Communication, Organizational Conflict and Organizational Effectiveness in dayah in Aceh. Data were collected by questionnaires by 90 teachers in 3 pesantren, analysis using Path Analysis. The study found that the transformational leadership was most frequently employed, followed by the interpersonal communication, and then organizational conflict. The study found a positive effect transformational leadership, interpersonal communication and organizational conflict towards organ

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Mohd Yaakob, Mohd Faiz, Noraida Mustapai, Wan Rosni Wan Yakob, and Tuan Roslina Tuan Mat. "LEVEL OF CONFLICT MANAGEMENT STYLE AND COMMITMENT OF BACHOK DISTRICT SECONDARY SCHOOL TEACHERS." International Journal of Education, Psychology and Counseling 6, no. 42 (2021): 53–62. http://dx.doi.org/10.35631/ijepc.642005.

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Interpersonal conflict is a very common and unavoidable phenomenon in any organization including schools. Therefore, it requires an approach to handle it to ensure the effectiveness of the organization on an ongoing basis, and whether directly or indirectly it affects the commitment of teachers in the school. The purpose of this study is to identify the level of the conflict management style of teachers, especially in day secondary schools in the district of Bachok, Kelantan. A total of 173 teachers from five schools in the Bachok district in Kelantan participated in this study. The results of

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Kim, Sanglim, and Sungeun Yang. "Childcare Teachers' Job Satisfaction: Effects Of Personality, Conflict-handling, and Organizational Characteristics." Social Behavior and Personality: an international journal 44, no. 2 (2016): 177–84. http://dx.doi.org/10.2224/sbp.2016.44.2.177.

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We aimed to examine the comprehensive effects of individual personality traits, interpersonal conflict-handling styles, and organizational characteristics on job satisfaction as perceived by childcare teachers. The sample comprised 179 childcare teachers in South Korea. Survey results revealed that organizational characteristics, such as rewards, director support, collegial relationships, and participation in organizational decision making, positively affected job satisfaction. In addition, job satisfaction was increased by the influence dimension of personality profiles, whereas it was not si

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