Relationship between teachers' empathic tendency levels and conflict management styles

The relationship between empathic tendencies of teachers working in educational institutions such as schools and their conflict management styles may be a determining factor in the relationships among teachers themselves and between teachers and students. However, due to insufficient research on this relationship, its nature and effects have not yet been fully understood. Exploring the dynamics between teachers' empathic tendencies, conflict management styles, and their impact on creating a positive educational atmosphere and student success could contribute significantly to the school climate, culture, and classroom environment. Therefore, in this study, the aim was to determine the relationship between teachers' empathic tendency levels and their conflict management styles. Sub-goals were developed in line with the main aim, and data were collected and analyzed accordingly. General survey and correlational survey models were used to analyze the data. The population of the study consisted of teachers working in public middle schools in the Erciş district of Van province. The study sample consisted of teachers employed in middle schools under the Erciş District Directorate of National Education, with a staff size of ten or more, and forty-six or fewer. Due to statistical necessity, no sampling was conducted in the study. The "Empathic Tendency Scale (ETS)" developed by Dökmen (1988) was used to measure teachers' empathic tendencies, while the "Rahim Organizational Conflict Inventory-II (ROCI-II)" developed by M. Anflazur Rahim and adapted into Turkish by Gümüşeli (1994) was used to measure teachers' organizational conflict management styles. The data obtained from the application of the scales were analyzed and interpreted using appropriate statistical methods. According to the findings of the study, it was concluded that teachers' empathic tendency levels were at a good level. Additionally, it was found that teachers' empathic tendency levels did not differ according to variables such as gender, marital status, seniority, and professional field. Analysis was not conducted for the educational level due to the imbalance in group distribution. It was also determined that teachers' conflict management levels were at a good level, with the integrative style and compromise style sub-scores being at high levels, accommodation and domination style sub-scores being at a good level, and avoidance style being at a normal level. The relationship between teachers' empathic tendency levels and their conflict management styles was examined, revealing a moderate, positive, and significant relationship between teachers' empathic tendency levels and the integrative style and compromise style. Conversely, a low, positive, and significant relationship was found between teachers' empathic tendency levels and their conflict management levels. Additionally, a low, negative, and significant relationship was observed between teachers' empathic tendency levels and avoidance style. Based on these results, it was determined that as teachers' empathic tendency levels increase, their conflict management levels, integrative style, and compromise style levels will increase, while avoidance style levels will decrease.