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

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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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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Ben Sasson, Dvora, and Anit Somech. "Do teachers misbehave? Aggression in school teams." Journal of Educational Administration 53, no. 6 (2015): 755–72. http://dx.doi.org/10.1108/jea-01-2014-0011.

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Purpose – Despite growing research on school aggression, significant gaps remain in the authors’ knowledge of team aggression, since most studies have mainly explored aggression on the part of students. The purpose of this paper is to focus on understanding the phenomenon of workplace aggression in school teams. Specifically, the purpose of the study was to examine whether team affective conflict in school teams mediates the relationship between team injustice climate (distributive, procedural, and interpersonal injustice climate) and team aggression. Design/methodology/approach – Data were co

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Chandolia, Elisavet, and Sophia Anastasiou. "Leadership and Conflict Management Style Are Associated with the Effectiveness of School Conflict Management in the Region of Epirus, NW Greece." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (2020): 455–68. http://dx.doi.org/10.3390/ejihpe10010034.

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There are few options available for school managers who wish to effectively tackle school conflicts. The aim of the present work was to assess the issue of school conflict, its sources, and the effectiveness of different conflict management styles in Secondary Education school units in Greece. Teachers (n = 128) from twelve randomly selected schools in the region of Epirus, NW Greece, participated in the present work. Teachers’ views on their school Principals’ leadership style as well as the sources, the type(s), and the severity of conflict in their school unit were surveyed. Conflict appear

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Mehmood, Samreen, Maksal Minaz, and Madeeha Murad. "An Investigation of Factors Responsible for Conflicts Among the University Students." Global Regional Review IV, no. II (2019): 501–13. http://dx.doi.org/10.31703/grr.2019(iv-ii).53.

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This study was conducted through quantitative study approach. The purpose of this study was to investigate the need of peace education in context of conflict management at university level. Major objectives of the study were to know about the prevailing situation of interpersonal and intra-personal conflicts among the teaching faculty and teachers of BS level in the university and to investigate the factors which are responsible for conflicts among the students and teachers. Research findings are based on questionnaire responses from the faculty members and students. Kindall's Tau B and Tau C

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Sokolova, N. A., N. V. Sivrikova, E. G. Chernikova, T. G. Ptashko, E. M. Harlanova, and S. V. Roslyakova. "Conflict management training for future educators." Education and science journal 22, no. 7 (2020): 101–24. http://dx.doi.org/10.17853/1994-5639-2020-7-101-124.

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Introduction. The relevance of the declared topic was dictated by the increased conflict between the members of education and the increasing demands placed on the professional activities of the modern teachers to resolve conflicts in the conditions of general education school. In the course of professional training of future teachers in universities, the formation of conflict competence is not paid due attention, so there is a need to determine the role, content and learning technologies for conflict management training of future teachers.The aim of the present publication is to evaluate the e

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Myroshnyk, O. "CONFLICTS IN STUDENT GROUPS WITH DIFFERENT COMPOSITION BY SEX." Psychology and Personality, no. 2 (September 14, 2021): 117–28. http://dx.doi.org/10.33989/2226-4078.2021.2.239971.

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The article is devoted to the study of the peculiarities of conflicts in mixed and same-sex student groups. The theoretical basis of the study was the position of the structural features of interpersonal interaction in the middle of the group, including the substructure of horizontal and vertical relationships in the instrumental and expressive spheres of group activity. The study of conflict in student groups was based on the analysis of the characteristics of interpersonal relationships between group members in certain areas. To study the peculiarities of conflict in groups of different sexe

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WOLFE, DAVID A., CHRISTINE WEKERLE, DEBORAH REITZEL–JAFFE, and LORRIE LEFEBVRE. "Factors associated with abusive relationships among maltreated and nonmaltreated youth." Development and Psychopathology 10, no. 1 (1998): 61–85. http://dx.doi.org/10.1017/s0954579498001345.

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This study sought to understand how experiences of maltreatment occurring prior to 12 years of age affect adolescent peer and dating relationships. A school-based sample of 15-year-olds was divided into maltreated (n = 132) and nonmaltreated (n = 227) subgroups based on self-reported maltreatment. These two groups were then compared on two theoretically determined dimensions of adjustment (i.e., interpersonal sensitivity/hostility; personal resources) and self- and teacher-report measures of peer and dating relationships. Findings supported the hypothesis that maltreated youths significantly d

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Budnyk, Olena, and Oksana Kondur. "Moral and Aesthetic Aspect of the Professional Training of Teachers." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 1 (2017): 26–33. http://dx.doi.org/10.15330/jpnu.4.1.26-33.

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The article highlights the results of diagnosis of forming moral and aesthetic component of personal and professional readiness of teachers to educational activities in school. The study of moral and aesthetic readiness of students was conveyed using the method of diagnosis empathetic abilities (V. Boyko), the author's methods of detection of readiness for activities of actional moral and aesthetic sense and personal predisposition to conflict behavior (test K. Thomas). The experiment proved that future teachers have had developed moral ideals and spiritual values; and formed aesthetic conscio

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Воробьева, Марина, Marina Vorobeva, Ирина Чурилова, and Irina Churilova. "Conflict as a factor of students´ professional motivation in tourist higher education." Universities for Tourism and Service Association Bulletin 8, no. 4 (2014): 42–48. http://dx.doi.org/10.12737/6474.

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The article examines the role of conflict in the development of professional motivation of students of tourism universities. In this context, the use of educational technologies and context-based learning is at the focus of the study. The authors conclude that the above mentioned types of training, being conflict-help in their nature, assist future managers of tourist areas to know and understand themselves and the profession, to compare their professional capabilities and performance with the capabilities and achievements of others. The authors stress the progressive and positive impact of th

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Kelker, Katharin A. "Resolving Conflicts in Rural Schools." Rural Special Education Quarterly 17, no. 3-4 (1998): 18–26. http://dx.doi.org/10.1177/8756870598017003-404.

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Small rural schools once thought themselves immune from serious conflict, but these once tranquil environments now find themselves dealing with more diverse student bodies, conflicts in values, and social and economic changes. It is no longer possible to assume that a rural school will have a sense of community—an underlying foundation of shared values and a sense of belonging. Without this shared set of values, conflicts are more difficult to resolve when they arise. More than ever, schools need to make a conscious effort to teach problem-solving and negotiation skills that build a framework

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Dahlan, Jarnawi Afgani, Ade Rohayati, and Karso Karso. "IMPLEMENTASI STRATEGI PEMBELAJARAN KONFLIK KOGNITIF DALAM UPAYA MENINGKATKAN HIGH ORDER MATHEMATICAL THINKING SISWA." Jurnal Pendidikan 13, no. 2 (2012): 65–76. http://dx.doi.org/10.33830/jp.v13i2.372.2012.

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As indicated by some researcher, cognitive conflicts arise from a collaborative learning when students ask their friends to redesign (co-construct) knowledge. Conceptually, cognitive changes that occured in a process of conflict or cooperation is a mistake. This argument claimed that a productive cognitive conflict occurs under a co-operative context, and not individual way. On the other hand, cognitive conflict rarely occurs in a collaborative or developing consensus process, but it occurs at a personal conflict (interpersonal) process. This study examines the implementation of cognitive conf

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ABER, J. LAWRENCE, STEPHANIE M. JONES, JOSHUA L. BROWN, NINA CHAUDRY, and FAITH SAMPLES. "Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context." Development and Psychopathology 10, no. 2 (1998): 187–213. http://dx.doi.org/10.1017/s0954579498001576.

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This study evaluated the short-term impact of a school-based violence prevention initiative on developmental processes thought to place children at risk for future aggression and violence and examined the influence of classroom and neighborhood contexts on the effectiveness of the violence prevention initiative. Two waves of developmental data (fall and spring) were analyzed from the 1st year of the evaluation of the Resolving Conflict Creatively Program (RCCP), which includes 5053 children from grades two to six from 11 elementary schools in New York City. Three distinct profiles of exposure

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Казначеев, Валерий Александрович. "PEDAGOGICAL FEATURES OF PREVENTION OF INTERPERSONAL CONFLICTS ARISING IN THE EDUCATIONAL ENVIRONMENT OF STUDENTS." Vestnik Samarskogo iuridicheskogo instituta, no. 5(41) (December 25, 2020): 93–96. http://dx.doi.org/10.37523/sui.2020.41.5.016.

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Статья посвящена изучению роли преподавательской деятельности в профилактике возникновения межличностных конфликтов в образовательной среде студентов средне-специальных и высших образовательных организаций России. В частности, рассматривается морально-психологическая составляющая обучающегося как фактор, провоцирующий возникновение межличностных конфликтов, а также вопросы, раскрывающие особенности конфликтных ситуаций среди обучающихся в целях развития умения у них регулировать конфликты в дальнейшем процессе обучения. В статье рассматривается особая роль возраста студента, поскольку именно в

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Koshechko, N. "PRACTICAL PREPARATION OF FUTURE TEACHERS WITH THE HELP OF EDUCATIONAL TRAINING IN PEDAGOGICAL CONFLICTOLOGY." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (9) (2019): 20–25. http://dx.doi.org/10.17721/2415-3699.2019.9.05.

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The article analyzes actual ideas on the problem of practical training of future teachers. Special emphasis is put on modern student learning technologies. Exclusive attention is paid to the educational training on pedagogical conflictology. The contents, historical aspect, principles, stages, specifics, exercises and techniques of educational training in high school are considered in detail. Presenting main material is to date, there is no generally accepted definition of the concept of "educational training", which leads to its broad interpretation and the designation of this term of various

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Castro-Granados, Mtro Mauricio Alejandro, Mtra Carmen Medina-Almeida, and Dr Leonardo David Glasserman Morales. "Fortalecimiento de las competencias docentes para atender el cyberbullying en una secundaria pública colombiana." CPU-e, Revista de Investigación Educativa, no. 24 (January 27, 2017): 199–223. http://dx.doi.org/10.25009/cpue.v0i24.2409.

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El objetivo general del estudio fue analizar las competencias docentes que se pueden fortalecer para la atención de los casos de cyberbullying que se presentan entre los estudiantes de una secundaria pública colombiana. La metodología comprendió un estudio mixto y la muestra no probabilística estuvo conformada por 21 docentes y 62 estudiantes. En una primera etapa cualitativa, se entrevistó al profesorado y a la coordinadora de convivencia, en su calidad de directiva. Además, se diseñó e impartió un curso de capacitación docente en Moodle sobre los aspectos fundamentales para el manejo del cyb

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Marić, Nada, Stefan Mandić-Rajčević, Nataša Maksimović, and Petar Bulat. "Professional stress and burnout syndrome in teachers: Are there differences among the Republic of Srpska regions?" Scripta Medica 52, no. 1 (2021): 28–37. http://dx.doi.org/10.5937/scriptamed52-29174.

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Introduction: Burnout syndrome occurs as a result of prolonged exposure to emotional and interpersonal stressors in the workplace and is characterised by three dimensions: emotional exhaustion, depersonalization and personal achievements. Research and prevention of this phenomenon are of public health importance due to numerous consequences it leaves on the health of the working population and work organisation, and among teachers, on children as direct users of their services. The research aims to examine the presence of the stress and burnout syndrome at work in teachers in the regions of th

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., Samudji. "The Hallidayan Stylistics and Creative Writing:Theoretical and Critical Study at the Level of Concepts." International Journal of Social Sciences and Humanities Invention 5, no. 12 (2018): 5140–46. http://dx.doi.org/10.18535/ijsshi/v5i12.09.

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This article tries to argue that systemic functional linguistic (SFL) stylistics or Hallidayan‘s stilistics can be integrated directly with the creative writing process or vice versa, and can provide a broad insight into determining meaning choices. The determination of this choice of meaning can be done by considering the sources of meaning available in three levels, namely: (1) the level of context of culture and context of situation with its three components, i.e., field, mode, tenor; (2) the level of discourse semantics with its three components, namely ideational (logical & experienti

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Okada, Yoshiko, and Toshiki Matsuda. "Development of a Social Skills Education Game for Elementary School Students." Simulation & Gaming 50, no. 5 (2019): 598–620. http://dx.doi.org/10.1177/1046878119880228.

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Background. The latest Japanese National Curriculum emphasized the importance of active learning as well as communication skills in various subject areas. Following this trend, the social skills education (SSE) approach was adopted to promote and improve skills that facilitate interpersonal conflict resolution in elementary school students. Aim. This study developed a card game to help elementary school teachers perform SSE. The aims were to convince students to contemplate alternative solutions to problems in a way that incorporates suggestions from other students and to motivate children to

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Martins, Filipe, Alexandra Carneiro, Luísa Campos, et al. "The right to a second chance: lessons learned from the experience of early school leavers who returned to education." Pedagogia Social Revista Interuniversitaria, no. 36 (July 29, 2020): 139–53. http://dx.doi.org/10.7179/psri_2020.36.09.

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Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engagement from the point of view of a group of 20 Portuguese young early sch

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Sevkusic-Mandic, Slavica, and Nikoleta Milosevic. "Does a successful teacher educate like a good parent." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 188–203. http://dx.doi.org/10.2298/zipi0436188s.

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Starting from the assumption on the importance of influence that school and family exert on child development, the paper analyzes the effects of parental treatments on child social behavior. Empirical evidence proves that parents who contribute to the fullest extent to their children?s successful adaptation to school conditions, possess a specific style of communication with their children: they consistently support just behavior standards encourage a two-way communication, respect child?s opinions, are highly expectant of child?s responsible and mature behavior and care about his physical and

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De Melo Ramos, Adriana, and Telma Pileggi Vinha. "AS RELAÇÕES INTERPESSOAIS EM CLASSES “DIFÍCEIS” E “NÃO DIFÍCEIS” DO ENSINO FUNDAMENTAL II." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (2017): 39. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.715.

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Abstract.This is a descriptive, exploratory study based on constructivist theory, in order to characterize classes considered “difficult” and “not difficult”, identifying common and / or divergent in organizing these factors and investigate the sociomoral environment, as regards to work with the knowledge, interpersonal relationships, rules and social conflicts. The sample was composed of two “difficult” classes and two “not difficult” two schools of Secondary School. Participants were students and their teaching teams. The data were collected in three ways: interviews with students and staff

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Borisovna Bakhtigulova, Lyudmila, Oleg Victorovich Matveev, Elena Vyacheslavovna Luchina, Yulia Aleksandrovna Mamaeva, Anna Aleksandrovna Suchilina, and Victoria Vyacheslavovna Vizaulina. "Designing a Comfortable Educational Environment." International Journal of Engineering & Technology 7, no. 4.38 (2018): 50. http://dx.doi.org/10.14419/ijet.v7i4.38.24319.

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Introduction. The problem of maintaining the physical health of teachers in educational organizations is discussed in the article in the context of professional “burnout” and conflict prevention. Research methodology. When studying the content and essence of a comfortable educational environment, we were interested in the works that provided for an understanding of the nature of human interaction and reflected the interdependence and communication style of people in direct contact with each other. Research results. The most important factor of external and internal order, determining the conte

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Дементьева, Изабелла Федоровна, and Татьяна Сергеевна Борисова. "FACTORS OF CHILD AGGRESSION MANIFESTATION IN SCHOOL ENVIRONMENT." Pedagogical Review, no. 4(32) (August 31, 2020): 47–54. http://dx.doi.org/10.23951/2307-6127-2020-4-47-54.

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Исследования российских и зарубежных ученых показывают, что распространенность агрессивного поведения детей в школьной среде в последние годы имеет тенденцию к росту. Пространство образовательной организации перестает быть безопасным, несмотря на принимаемые меры по его обеспечению: установка турникетов, металлоискателей, наличие охраны, создание школьной службы медиации (разрешения конфликтов) и т. п. Анализируется понятие и содержание агрессивного поведения. Проблема агрессии в образовательном учреждении рассматривается с позиции насильственных действий как по отношению к учащимся, так и по

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Vidal Martínez, Francisca, Jesús Nicasio García Sánchez, and Deilis Ivonne Pacheco Sanz. "ESTUDIO INTERPROFESIONAL DE VARIABLES PSICOEDUCATIVAS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (2014): 455. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.858.

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Abstract.INTERPROFESIONAL STUDY OF PSYCHOEDUCATIONAL VARIABLESThe bournout construct is considered as a pathology derived from physical environment, characteristics of work, and especially from interpersonal relatilonships, not by genetic factors. It affect especially to those profesionals related with people, affecting to quality of life ant to the results of work, lowsing the work motivation. We present a study assessing 594 different profesionals through questionnaires about bounout: demographic variables (VGS), the Conflict and Ambiguity of Role Questionnaire (CACR), el Maslach Burnout Inv

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Kukulenko-Lukyanets, I. V. "The psychological genesis of the female-teacher’s vital space." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (2018): 89–105. http://dx.doi.org/10.33531/farplss.2018.3.11.

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The dissertation is devoted to defining genesis, psychological peculiarities, factors and regularities of potentials for the constitution of a female-teacher’s vital space as a dynamic integral entity. Conceptualized the creative creation of woman in the system of living space determination, which is considered as the integral formation of interaction of nonpersonal, personal, interpersonal, activity and daily measurements of women's life activity, which corresponds to the non-reflexive-reflexive continuum of personality potential. Measurement of everyday life (non-reflexive level) as the dyna

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Smith, Mark Philip. "Bullying and interpersonal conflict from a “dialogic event” perspective." Dialogic Pedagogy: An International Online Journal 7 (September 25, 2019). http://dx.doi.org/10.5195/dpj.2019.259.

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Through discussions in class meetings of “concrete situations” experienced by students in their lived experience in and out of the classroom, educators have been encouraged to guide students to understand how bullying applies to their lives, and to learn the degree to which bullying is present or absent in their relationships with their peers (Olweus, 1993). In observations of and interviews about the class meetings at a private, progressive U.S. middle school, student and teacher discourses in response to students’ interpersonal dynamics are found to exist within separate, parallel universes.

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Trang, Kim T., and David M. Hansen. "The Roles of Teacher Expectations and School Composition on Teacher–Child Relationship Quality." Journal of Teacher Education, February 2, 2020, 002248712090240. http://dx.doi.org/10.1177/0022487120902404.

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Teachers provide emotional and behavioral supports essential for success in the classroom. This study examined the roles of child interpersonal skills, teacher expectations, and school racial and poverty compositions on the quality of relationships formed between teachers and children. A subsample from the Early Childhood Longitudinal Study—Kindergarten Cohort 2010–2011 data set was used to fit two-level, multivariate regression models. Findings showed children with higher interpersonal skills had lower conflict and higher closeness with teachers. High teacher expectations were associated with

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Parker, Christina A., and Kathy Bickmore. "Conflict Management and Dialogue with Diverse Students: Novice Teachers’ Approaches and Concerns." Journal of Teaching and Learning 8, no. 2 (2012). http://dx.doi.org/10.22329/jtl.v8i2.3313.

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Teaching, in settings with globalized migrant populations, does not automatically lead to peace. For example, social conflict and exclusion may be exacerbated when Othering narratives (in interpersonal interaction or curriculum texts) are not contested. However, paradoxically, in pedagogies that do invite discussion of conflicting viewpoints, marginalized students may be reluctant to voice divergent perspectives, or may be treated disrespectfully. We probed this puzzle through an exploratory quantitative and qualitative survey of how 68 novice teachers approached conflict and ethnocultural div

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Devon, Crossfield, and Bourne Paul Andrew. "Management of Interpersonal Conflict between Principals and Teachers in Selected Secondary Schools in Bermuda." Insights of Anthropology 2, no. 1 (2018). http://dx.doi.org/10.36959/763/489.

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Bhardwaj, Anvita, Christine Bourey, Sauharda Rai, Ramesh Prasad Adhikari, Carol M. Worthman, and Brandon A. Kohrt. "Interpersonal violence and suicidality among former child soldiers and war-exposed civilian children in Nepal." Global Mental Health 5 (2018). http://dx.doi.org/10.1017/gmh.2017.31.

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Background.Suicide risk reduction is crucial for 15–29-year-old youth, who account for 46% of suicide deaths in low- and middle-income countries. Suicide predictors in high-resource settings, specifically depression, do not adequately predict suicidality in these settings. We explored if interpersonal violence (IPV) was associated with suicidality, independent of depression, in Nepal.Methods.A longitudinal cohort of child soldiers and matched civilian children, enrolled in 2007 after the People's War in Nepal, were re-interviewed in 2012. The Depression Self-Rating Scale and Composite Internat

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Arslan, Hüseyin, Cevat Elma, and Kasım Kıroğlu. "The relationship between teacher candidates’ listening skills and their interpersonal conflict management stylesÖğretmen adaylarının dinleme becerileri ile bireylerarası çatışmaları yönetme biçimleri arasındaki ilişki." Journal of Human Sciences 14, no. 1 (2017). http://dx.doi.org/10.14687/jhs.v14i1.4394.

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Conflict as a phenomenon is one of the basic dynamics of life. It forms the basis of human relations and communication as an inescapable fact that people frequently face during any period of their life. In inter-personal relations, listening and conflict management tendencies may be described as major variables affecting the quality and type of the relationship. This study is to examine the relationship between teacher candidates’ listening skills and their conflict management styles. In this study, the data concerning teachers’ listening skills were obtained through “Listening Skill Scale” of

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Daniels, Brian, Amy M. Briesch, Robert J. Volpe, and Julie Sarno Owens. "Content Validation of Direct Behavior Rating Multi-Item Scales for Assessing Problem Behaviors." Journal of Emotional and Behavioral Disorders, October 31, 2019, 106342661988234. http://dx.doi.org/10.1177/1063426619882345.

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Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific behaviors at the item level, as well as global constructs at the scale level. In addition, studies have shown that fewer rating occasions are necessary to reach acceptable levels of dependability when using DBR-MIS as opposed to single-item scale

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Fu, Jiangtao. "Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms." Frontiers in Psychology 12 (August 12, 2021). http://dx.doi.org/10.3389/fpsyg.2021.736315.

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In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. Thi

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Antonova, Alevtina. "PSYCHOLOGICAL BASES OF PEDAGOGICAL SELF-REGULATION." Adaptive Management: Theory and Practice. Pedagogics 8, no. 15 (2020). http://dx.doi.org/10.33296/2707-0255-8(15)-01.

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Annotation. The author focuses on the fact that mastering the pedagogical profession is associated not only with the development of the teacher’s personality, his abilities, skills, but also with the ability to deal with the negative consequences of maladaptation, such as poor health, conflict, fatigue, which manifests itself in relations with students , colleagues, administration. It is shown that the teacher’s maladaptation is promoted by a high level of tension, the complexity of intellectual work, an increased load on the visual apparatus, psycho-emotional, as well as muscle tension. Socia

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Romeo, Marina, Montserrat Yepes-Baldó, Miguel Ángel Soria, and Maria Jayme. "Impact of the COVID-19 Pandemic on Higher Education: Characterizing the Psychosocial Context of the Positive and Negative Affective States Using Classification and Regression Trees." Frontiers in Psychology 12 (September 1, 2021). http://dx.doi.org/10.3389/fpsyg.2021.714397.

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Our aim is to analyze the extent to which the psychosocial aspects can characterize the affective states of the teachers, administrative staff, and undergraduate and postgraduate students during the quarantine. A questionnaire was answered by 1,328 people from the community of the Universitat de Barcelona (UB), Spain. The survey was partially designed ad hoc, collecting indicators related to sociodemographic variables, the impact of COVID on the subjects or in their personal context, the psychosocial context of coexistence and perceived social support, characteristics related to the physical c

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Pronina, Anzhelika, та Irina Yakovleva. "ОСОБЕННОСТИ СОЦИАЛЬНОЙ УСПЕШНОСТИ ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА ПОЛИНАЦИОНАЛЬНЫХ КЛАССОВ". Tomsk state pedagogical university bulletin, № 1(207) (15 січня 2020). http://dx.doi.org/10.23951/1609-624x-2020-1-40-47.

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Введение. Полиэтническая среда школы может выступать, с одной стороны, основой для проявления толерантности, межэтнического взаимодействия, с другой стороны, высокая степень этнической идентичности обучающихся может вызывать межэтнические конфликты, неприязнь к представителям иной национальности. Формирование личности младшего школьника происходит в контексте социализации, которая характеризуется стремлением к достижению успеха и социальному признанию, социальной активностью, что является показателями социальной успешности. Возникают различного рода противоречия между этнической принадлежность

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Brown, Adam, and Leonie Rutherford. "Postcolonial Play: Constructions of Multicultural Identities in ABC Children's Projects." M/C Journal 14, no. 2 (2011). http://dx.doi.org/10.5204/mcj.353.

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In 1988, historian Nadia Wheatley and indigenous artist Donna Rawlins published their award-winning picture book, My Place, a reinterpretation of Australian national identity and sovereignty prompted by the bicentennial of white settlement. Twenty years later, the Australian Broadcasting Corporation (ABC) commissioned Penny Chapman’s multi-platform project based on this book. The 13 episodes of the television series begin in 2008, each telling the story of a child at a different point in history, and are accompanied by substantial interactive online content. Issues as diverse as religious diff

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Sturm, Ulrike, Denise Beckton, and Donna Lee Brien. "Curation on Campus: An Exhibition Curatorial Experiment for Creative Industries Students." M/C Journal 18, no. 4 (2015). http://dx.doi.org/10.5204/mcj.1000.

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Introduction The exhibition of an artist’s work is traditionally accepted as representing the final stage of the creative process (Staniszewski). This article asks, however, whether this traditional view can be reassessed so that the curatorial practice of mounting an exhibition becomes, itself, a creative outcome feeding into work that may still be in progress, and that simultaneously operates as a learning and teaching tool. To provide a preliminary examination of the issue, we use a single case study approach, taking an example of practice currently used at an Australian university. In this

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