Examination of the relationship between the conflict management strategies of high school administrators and teachers' mobbing perceptions (Bolu central high school example)

It is predicted that the resolution of conflicts in educational organizations for the benefit of the organization will increase the effectiveness and efficiency of the organization and reduce mobbing behaviors. The aim of this study is to examine the conflict management strategies of high school administrators and teachers' mobbing perceptions in terms of various variables (gender, marital status, seniority, school type, school size, branch, working time in the same school, working time with the same manager) and is to determine whether there is a relationship between them. The research is a descriptive study in relational screening model. The universe of the research consists of 886 teachers working in official high schools in Bolu Central district in the 2020-2021 academic year. "Organizational Conflict Management Strategies Scale" and "Mobbing Scale in Schools" were used as data collection tools. The research universe was reached online and 372 returned scales were included in the evaluation. Research data were analyzed using SPSS for Windows 23.0 program. Since the data did not show normal distribution, Mann Whitney U, Kruskal Wallis, Spearman Rho correlation tests, which are non-parametric analysis techniques, were applied. Teachers stated that in the overall scale of conflict management strategies of their managers are used frequently in the sub-dimensions of reconciliation, integration and avoidance; and they are of the opinion that these strategies are used occasionally in the sub-dimensions of compromising and dominating The opinions of the teachers differ according to the other variables, except for the variable of working time with the same administrator. Teachers perceive very low levels of mobbing in the general and sub-dimensions of the mobbing scale. While there is no difference between the views of the teachers according to the variables of seniority, working time in the same school, working with the same administrator; their views differ according to the variables of gender, marital status, school type, school size and branch. There is a moderately negative relationship between school administrators' conflict management strategies and teachers' mobbing perceptions in general scale and sub-dimensions.