Objective Factors of Conflict Resilience Among Teachers in Educational Institutions
Author(s)
Anna V. Bakina, Candidate of Sciences (Psychology), Associate Professor, Department of General Psychology, https://orcid.org/0000-0002-6772-3743, AuthorID: 267448, SPIN-код: 7261-1748 ResearcherID: AAI-1917-2020, Ufa University of Science and Technology
32 Zaki Validi St, Ufa, Russia, 450076, tel: +7 (347) 2299616, This email address is being protected from spambots. You need JavaScript enabled to view it.
Svetlana V. Yaremtchuk, Candidate of Sciences (Psychology), Associate Professor, Department of Education Psychology, https://orcid.org/0000-0003-1036-6826, AuthorID: 489797, SPIN-код: 1673-8024 Scopus Author ID: 56111955900, Researcher- ID: A-3599-2017, Amur State University of Humanities and Pedagogy
17/2 Kirov St, Komsomolsk-na-Amure, Russia, 681000, tel: +7 (4217) 591430, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract. Introduction. Conflict resilience is a crucial competence for pedagogical practice, allowing teachers to successfully navigate conflict situations. This competence can be considered a guide for professional growth for modern educators. However, the factors that influence a teacher’s conflict resilience and the variables that could predict groups requiring additional support and development of their conflict response abilities have not been adequately explored. This study aims to investigate the objective factors that affect a teacher’s conflict resilience, including gender, age, teaching experience, qualifications, position, and employment conditions (including the number of positions held and additional responsibilities such as classroom management).
Materials and Methods. The study was conducted on a sample of 1,785 teachers from the Khabarovsk Region, aged 19-77 (1,661 females and 124 males), who were surveyed using Google Forms. Conflict resilience of the participants was assessed using a methodology for determining conflict resilience level (N. P. Fetiskin et al.), based on which teachers were categorized into four groups according to their identified conflict resilience levels. Objective factors were determined through direct questions. Statistical analysis was performed using the Mann-Whitney U test and Pearson correlation coefficient. Data processing was done in the STATISTICA software.
Results. Significant differences were observed between male and female teachers. Specifically, women were found to exhibit a higher degree of conflict resilience compared to their male counterparts. Correlation analysis revealed a positive association between a teacher’s conflict resilience and their age and work experience. In other words, as teachers gain age and experience, their level of conflict resilience tends to increase. No significant correlations were discovered between conflict resilience and a teacher’s qualification category. Additionally, no significant differences in conflict resilience were identified when comparing teachers holding various positions or having different workloads.
Discussion and Conclusion. The patterns identified in the study help to identify a risk group of teachers who are characterized by low conflict resilience. These are young teachers with limited work experience. Males are more likely to be part of this group. These findings indicate a need for psychological support for this group to increase their ability to manage conflict situations effectively.
Keywords: conflict resilience, teachers, education, factors, gender, age, work experience, qualification, position, workload, classroom management
For citation: Bakina A. V., Yaremtchuk S. V. Objective Factors of Conflict Resilience Among Teachers in Educational Institutions. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (4). Pp. 574-588. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2024-18-4-574-588
DOI: https://doi.org/10.32343/2409-5052-2024-18-4-574-588
UDС: 159.944.4
The article was submitted to the editorial office on 09.09.2024, approved after review on 01.11.2024, and accepted for publication on 05.11.2024.