Investigation of teachers' views on interpersonal conflicts in primary education school units of the prefecture of Pella, Greece

Abstract: The purpose of the present study was to investigate interpersonal conflicts in primary education school units. The re-
search was conducted using a quantitative methodology with a convenience sample of 52 teachers employed in the
Prefecture of Pella. Within the limitations of the specific sample, the findings indicated that there are no elevated levels
of interpersonal conflicts in the school units where the teachers in the sample are employed (mean range: 1.52-1.94),
whereas teacher–student conflicts occur to a small to moderately high extent (mean=2.17). The main causes identified
were issues related to student discipline and penalties (M = 2.96, SD = 1.028), issues concerning penalties and punish-
ments (M = 2.69, SD = 1.094), negative personal attitudes of certain colleagues (M = 2.56, SD = 1.145), and insistence on
personal judgments / lack of tolerance (M = 2.52, SD = 1.229). Interpersonal conflicts were found to result in both negative
and positive consequences for the school unit. Finally, the most frequently reported conflict management strategies
were collaboration (M = 3.40, SD = 1.034), compromise (M = 3.17, SD = 0.901), and avoidance/suppression of conflict (M
= 3.13, SD = 0.971).