School principals' views on their mediation roles in conflict management

The purpose of this research is to examine school principals' views on their mediation roles in teacher-parent conflict management. The study encompasses the opinions of ten school principals working in schools affiliated with the Central District Directorate of National Education in Antalya during the 2023-2024 academic year. Participants in the study were determined through "maximum variation sampling." The research employed a case study design, which is one of the qualitative research methods. A semi-structured interview form prepared by the researcher was used in the study. Data were collected through individual interviews, and an audio recording device was used in the qualitative study. The data were analyzed using the content analysis method, one of the qualitative data analysis techniques. When examining the school principals' views on their mediation roles in teacher-parent conflict management, it was found that principals mostly perceive conflicts as differences of opinion. School principals also define conflict as a communication problem and a threat. School principals mentioned more about the negative outcomes of teacher-parent conflicts. They described the negative consequences of conflicts as complaints to higher authorities, class or school changes, decreased motivation of students and teachers, unfair treatment of students, damage to personal relationships, deterioration of school culture, impaired communication, punishment of teachers and students, time loss, negative perceptions, and lack of cooperation. On the other hand, principals identified the positive outcomes of conflicts as recognizing shortcomings and mistakes, enhancing communication, correcting behaviors causing conflicts, personal development, gaining different perspectives, preventing future problematic behaviors, and improving students' academic performance. It was determined that school principals define mediation as reaching a consensus. Some school principals have defined mediation as communication. Principals mostly mentioned meeting management skills as a mediation skill. Other mediation skills highlighted by the principals included active listening to understand the case, summarizing skills, managing emotions during the mediation process, effective questioning skills, facilitation, preventing communication barriers, observation skills, focusing on facts, being flexible, and paying attention to "I" and "you" language. The most frequently mentioned mediator characteristic by the school principals was "neutrality." Other mediator characteristics cited by the principals included being prepared, being a good listener, being encouraging, patient, persuasion skills, having empathy, remaining calm, prioritizing the best and highest interests of the student, reliability, being collaborative, possessing process management skills, being a negotiator, and being tolerant. Regarding the challenges faced by school principals when assuming the mediator role, the principals mentioned parties avoiding reconciliation, having prejudices, expecting positive discrimination from the mediator, unwillingness to accept mistakes, attitudes and behaviors, slander, inability to satisfy anyone, parties with unmet expectations complaining to higher authorities, constant criticism, being misinformed by others, and damage to the mediator's reputation. Keywords: Teacher, Parent, Conflict, School Principal, Mediation.