management on teacher conflict was studied by Bond (1995) using a micropolitical perspective to examine how teachers used strategies to maintain or further their individual or group interests. Findings were said to show that teachers were in conflict because of personal and professional interests. They used power to further their individual interests and sometimes formed interest sets to further their group interests.
Teachers' professional interests were curriculum, instructional methods, student control ideology, work equity issues, and student grading policies. Personal interests were scarce resources that teachers competed for such as time, funds, and supplies. Also, teachers sought to enhance or protect their self-esteem and professional reputations, sometimes at the expense of their colleagues.
It was also found that norms of teacher autonomy discouraged the formation of stable informal groups. However, teachers united as interest sets to further their interests. Interest sets were teachers versus parents, new teachers ve
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