Comparing conflict resolution strategies, school climate perceptions, and levels of school commitment among teachers in schools implementing the International Baccalaureate and National Education Programs

The aim of this study is to examine the conflict resolution strategies, school climate perceptions, and levels of school commitment among teachers in schools implementing the International Baccalaureate and the National Education Program. This study employs a relational screening model from quantitative research methods. The sample of the research consisted of 158 teachers working in schools implementing the National Education Program, selected by simple random sampling in Istanbul during the 2022-2023 academic year, and 161 teachers participating in the International Baccalaureate Program. Data were collected through the Conflict Resolution Strategies Scale, School Climate Scale, and Organizational Commitment Scale. The collected data were analyzed using the SPSS 25.0 program. According to the research findings, teachers in the International Baccalaureate Program scored higher than those in the National Education Program in areas such as conflict resolution strategies, democracy, dedication to school, leadership and interaction, success factors, sincerity, school climate, and organizational commitment. However, in the sub-dimension of conflict resolution, teachers in the National Education Program scored higher than those in the International Baccalaureate Program. Keywords: Conflict, School Climate, School Engagement, International Baccalaureate Program, Ministry of National Education.