ctive teachers use their skills to team-build and to resolve conflicts.
Anderson and Watson (1982) have also discussed conflict in the educational setting. The authors addressed those conditions which create stress and conflict for, and between, administrators and teachers. It was noted that today's emphasis on teacher accountability has created stress for teachers, chiefly because they feel they are being held responsible for things over which they have no control. Anderson and Watson feel that the administrator can be of great help by strongly backing the teachers and working with them on acceptable methods of discipline. Failure to provide this kind of support can result in conflict between administrators and teachers.
There is also the feeling among teachers that they are held totally responsible for student achievement but have no control over other achievement-related factors, such as home environment, previous knowledge, and student background. Managing conflict in this situation, according to Anderson and Watson (1982), calls for administrators to demonstrate that they fully understand these other factors. Administrators should also shield teachers from "meddling" parents.
Further, teacher transfer and reduction in force can create severe anxiety and conflict at the school. Administrators must make sure their actions are clearly understood by teachers and make any transition as smooth and untraumatic as possible. Lack of support from superiors seems to cause a great deal of stress, and conflict. Anderson and Watson (1982) state that if conflict is to be minimized and resolved, teachers need administrators who are understanding, supportive, caring, and instructionally competent.
In addition, the authors note that student violence is a problem on which teachers and administrators must work together with strong mutual support; without it, conflict involving administrators, teachers, students, and their parents ...