The relationship between the conflict management strategies of special education schools principals and teachers bullying behaviours they are exposed to

In this study, it was aimed to examine the relationship between conflict management strategies of teachers of special education schools, exposure to mobbing behaviours of teachers, conflict management strategies of principals and mobbing behaviours according to teachers' perceptions of teachers working in special education schools in central districts of İzmir. The study was carried out in the screening model and the sample of the study consisted of 168 teachers working in 13 special education schools in 8 central districts working in Izmir province in the 2018-2019 academic year"Organizational Conflict Management Styles Scale" and "Psychological Violence Scale in Schools" were used.Intheanalysis of data, t-test, Pearson correlation analysis, Kruskal Wallis and One-way analysis of variance were used for independent samples. It is concluded that the conflict management strategy that principals use the most is integration and the least is dominant method.In the conflict management strategies used by the school principals; there is no significant difference in the gender, marital status, status of being a union member and the type of school.The perception of conflict management strategies used by the principals according to their age groups only has a significant difference in the reconciliation dimension. 24-34 year old young adult teachers perceive school administrators as conciliatory according to teachers of 35-45 years of age.Teachers with 0-5 years of service time think that school management uses less of the strategy of domination compared to teachers who have a service period of 11-15 years.Teachers who have 16-20 years of service time perceive that school administrators use less of a reconciliation dimension in a meaningful way compared to teachers who have 20 years or more of service time.According to the branch, special education teachers think that school administrators use the avoidance style compared to other branch teachers. The most frequent attack on the mobbing perceptions of teachers working in special education schools is towards reputation.Teachers' gender, age, marital status, education level, year of service, the number of school members, type of school and school levels were examined and no significant difference was observed.According to the branch variable, the level of mobbing behaviour was found to be different according to the branches. It is concluded that teachers who work in other branches perceive more psychological mobbing only socially compared to special education teachers. It has been seen that conflict management strategy and compromise conflict management strategy have a negative, low and moderate level relationship with all types of mobbing. However, the dominating conflict management strategy was only positively relatedand a low level significant relationship with the mobbing on communication was observed. It was found that the avoidant conflict management strategy and the conciliatory management strategy have a negative and a low level of meaningful relationship with all other mobbing styles except for mobbing sub-dimension of reputation.