Causes of conflict between school principals and teachers

The purpose of this research is to try to determine the causes of conflicts between school administrators and teachers. The research was carried out with 257 school administrators and teachers, who were selected by convenience sampling, working in 42 public secondary schools affiliated to Düzce Provincial Directorate of National Education in the 2020-2021 academic year. Quantitative research design method was used in the research, and the data of the research were collected by using the "Scale of Conflicts Between Administrators and Teachers in Educational Institutions". Normality analysis of the data was made and it was concluded that the data were not normally distributed. In this case; Non-parametric tests such as "Mann Whitney-U" and "Kruskal Wallis" were applied for the findings related to the differences between the demographic variables of school administrators' and teachers' causes of conflict scores. In addition, the analysis of the material causes of conflict, the field of general services, the field of employee services, the field of education and training services and the service areas were made. According to the results of the research, perceptions of the causes of conflict between school administrators and teachers are high. There was no significant difference in the causes of conflict between school administrators and teachers, gender, education level, school type and working time in the institution. Perceptions of the causes of conflict according to the job in the institution are higher in school administrators than teachers in the field of education and training services. According to professional seniority, perceptions of causes of conflict are higher for school administrators and teachers who have a working time of 15-21 years. In the material analysis of the causes of conflict, it was determined that school administrators mostly had conflicts with teachers because of the weekly lesson schedules of the teachers and because of the filling of empty courses, while the teachers mostly had conflicts with the school administrators due to the lack of educational equipment and the rewarding process of the teachers. In the light of the data obtained, suggestions were made to practitioners and researchers.