The relationship between school principals' organizational conflict management strategies and teachers' job performance

This study aims to determine whether there is a relationship between school principals' organisational conflict management strategies and teachers' job performance. The sample of this research, which was designed as a quantitative study, consists of 429 participants working in public schools in Sultanbeyli district of Istanbul province in the 2023-2024 academic year. The teachers participating in the study were selected by simple random sampling method from random sampling methods. In order to collect the research data, a scale consisting of 3 parts, namely 'Personal Information Form' to determine the demographic characteristics of the participants, 'Organizational Conflict Management Styles Scale', originally developed by Rahim and adapted into Turkish by Gümüşeli (1994), 'ROC II', and 'Teacher Performance Evaluation Scale' developed by Özgenel (2019) to learn the job performance of teachers were used. The data obtained were processed into SPSS 26.0 software for analysis. Since the data showed a normal distribution, t-test, ANOVA analysis and appropriate post-hoc analyses were performed to determine the direction of the differences obtained, taking into account the type of demographic variables in the study. Pearson correlation analysis was applied to determine the relationship between 'Conflict Management Strategies' and 'Teachers' Job Performance' which is the primary objective of the study. As a result of the research, it is revealed that school principals' conflict management strategies are at "medium" level, there is no significant difference according to the degree of the school where the teachers work, age, professional seniority, educational status, branch and marital status variables and there is a significant difference according to the gender variable. It was determined that the Teacher Performance Evaluation scale showed a significant difference according to the degree of the schools where the teachers work and according to their branches, and did not cause statistically significant differences according to gender, age, professional seniority, educational status and marital status variables. A positive and significant relationship was found between school principals' organisational conflict management strategies and teachers' job performance. According to Cohen's d analysis, school principals' conflict management strategies have a small effect on teachers' job performance.