Eureka! Institutional Repository

The present dissertation is a study on the subject of teacher conflicts in the school environment, the role of teachers' labor type and status, conflict management and the impact on school culture. The main purpose of the research conducted in the context of this dissertation is to investigate conflicts between teachers in primary and secondary education through their own point of view. In particular, the objectives of the research are to investigate the opinions of teachers on the causes of conflicts in their school environment, the negative consequences of conflicts at school, particularly in school culture, conflict resolution and management styles. Another goal is to investigate whether the teachers' working status differentiates their views and the conflict management style they adopt. Quantitative research was performed on primary and secondary school teachers (N = 167) of Evia, through a selfcompleted structured questionnaire created for the purposes of this paper (α = 0.973) including the Rahim Organizational Conflict Inventory -II(ROCI-II, 1983). The collected data were subjected to statistical analysis through the Spss package. The results of the analysis showed that the frequency of conflicts in the schools represented by the sample is rare to moderate. The causes of conflicts are identified in terms of organization, coherence and communication of teachers. The negative consequences of conflicts are located in the cooperation between teachers in school culture and the climate of the school, as well as the general functioning of the school. The main methods of handling conflicts proposed by the participants are mutual respect and mutual help among school stakeholders and fair sharing of tasks, courses and classes. The preferred conflict management style is cooperative, both by permanent and non-permanent teachers, regardless of gender and age, but is positively correlated with the experience of teachers. Non-permanent teachers consider to a much greater extent than their permanent colleagues that conflicts between teachers at school have a negative impact on the school culture and the climate.