Analysis of public secondary ecucation teacher?s conflict management strategies

The aim of this study is to identify the situations in which public secondary education teachershave conflict and strategies they use to manage these conflicts. The conflicts they experienceand the strategies they use were analyzed within the frameworks of their personal variables.The study targeted at secondary education teachers in Gebze, Darıca, Çayırova, Dilovasıduring 2007-2008 education year. Subjects were identified through simple random sampling .In this study, the ?Personal Information Form? that was developed by Özgan, the?Questionnaire about Secondary Education Teachers? conflicts? and the ?Scale of ConflictManagement Strategies? were used as data collection tools. The collected data were analyzedthrough techniques such as percentage, mean, standard deviation, Ki-Kare, t-test, KuruskalWallis H, Mann Whitney U test, one-way ANOVA and Tukey HSD test to analyze the sourceof the variance.Analyses of data confirmed that teachers have the most frequent conflict with directors ofschools as well as students and the least frequent conflict with inspector and parents. Themost important subjects of conflict they have in school are `negative students? behavior?,`negative directors? behavior? and `uses of power and authority? The least important subjectsecondary teachers qualify are `giving reward or punishment?, `dressing school uniform? and`political fact or activities of labor union?. It is found that the secondary education teachersuse generally `integrating? and `compromising? sometimes `obliging? `avoiding? and`dominating? as management strategies.