| Abstract [eng] |
The paper deals with the theoretical analysis of conflict‘s and pedagogue‘s conflicts‘ solution techniques and methods analysis. The method of questionnaire survey carried out to reveal pupil‘s estimation of pedagogues conflict solution methods and techniques. The statistical (factor) and content analysis was done. The study involved Siauliai city and two Kursenai city schools 300 pupils. The empirical part deals with the pupil‘s estimation about causes of the conflicts, pedagogue‘s conflicts solution techniques and methods, and social educator role in resolving conflicts. The main conclusion of the research: 1. The concept of conflict in the scientific literature describes in different ways but the author‘s views are united by the fact that the conflict is associated with different goals and opinions intersection. People experiencing strong emotions, which leads to unpleasant experiences. The main types of conflicts associated with objective and subjective reasons. According appointed them: task-oriented conflicts, social-emotional conflicts. 2. School conflicts are common. The students and teachers involved in disputes concerning activities, behavior or relationship conflict situations. The literature has been mentioned, the students point of view, that conflicts arise because teachers properly evaluate students' individuality, objectively assess knowledge, drop a treat, and teachers say that students do not respect the teacher's work, systematic violations of the rules of conduct and discipline, lazy learning. 3. The investigation showed that many of the students recognize that conflicts are due to their own fault. Analysis of the data revealed that students' conflicts arising from violations of discipline and behavior, and negative personal qualities of students (distastive, ignorance, volubility, character qualities and intolerance). Also, the students acknowledged that conflicts arise due to their own fault teachers for improper use of professional and general teacher competencies, and also because of negative personal characteristics of a teacher (rejection of the disciple of control over emotions, strictness, severity, etc.). 4. Data analysis revealed 7 main conflict resolution strategy: cooperation, adaptation, compromise, emulation, attraction, referral assistance and pressure. The results showed that teachers resolving conflicts primarily communicates with warring parents, as well as recourse to the director and class teacher. And then looking for solutions to conflicts. Trying to solve conflicts peacefully not only a teacher but also the students. As revealed by the study results, both teachers and students during the conflict apologized to each other. Also, students' opinion revealed that the teachers during the conflict are trying to repair their bad behavior and most importantly, enjoy the cooperation strategy (in speeching way). However, the results also highlighted by the teacher uses a strategy of pressure and conflicts remarks, warnings and others. 5. Students survey reveals that the social role of the school teacher, conflict resolution, is significant. The data analysis has identified 4 main teacher of social functions, which it uses to resolve conflicts between students and teachers: assessment, consulting, management, and coordination functions. Most students of divergent views on the assessment and management functions, ie, social educators on the assessment of the problem itself conversation with the participants of the conflict, listens to a consensus, and then take the appropriate actions and measures, and looking for ways to solve the problem. |
