1
Examining the Role of
Conflict Management
In Today’s Schools
Heather Boyd
EPPL 501
June 2008
Examining The Role of Conflict Management in Today’s Schools
Introduction
“Conflict is a natural part of human existence. It is surely a companion of life as change, death and taxes” (Lindelow and Scott, 1989). Merriam-Webster’s Online Dictionary defines conflict as a “competitive or opposing action of incompatibles: antagonistic state or action (as of divergent interests, ideas or persons).” This definition highlights what is at the very core of conflict: incompatible interests, ideas or persons.
Any organization, therefore, will experience conflict because of the different values and norms that people bring to it. This is especially true of educational settings. In fact, Lindelow and Scott state flatly that, “Few [institutional roles] seem so fraught with conflict potential as that of the public school principal” (1989). It is therefore the responsibility of educational leaders to realize that conflict is a natural phenomenon, to identify sources and types of conflict, and to devise strategies for effective conflict management within the school.
Conflict management was chosen because research has suggested that conflict is a) inevitable in education b) administrators are confronted almost daily with conflict and c) an effective school leader must be able to recognize conflict and utilize the proper techniques to manage it. Not many like or seek out conflict so it is prudent for educators who want to become administrators to study research on conflict in school settings in order to identify basic tools for conflict management and resolution. For it is how an administrator manages conflict that will ultimately determine the climate and the success of the educational community.
Research Synthesis
Sources of Conflict
As stated previously, conflict occurs over the clashing of divergent viewpoints. Why does conflict arise? Barnard (as cited in Mhehe, 1997) studied conflict and human behavior and determined that behavior is “controlled by private moral codes derived from human experiences.” He explained that individuals experience conflict as a direct result of the specific codes of behavior pulling them in different directions. This theory was further defined by Argryris (as cited in Mhehe, 1997) who stated, “All conflicts involve the tension of opposite needs being enacted at the same time.” Thus past experiences create internal value systems that play out when issues arise in the school setting.
What are some sources of conflict within an educational organization? Lindelow and Scott identify four primary sources of conflict: communication problems, organizational structure, human factors and limited resources (1989). Miscommunication can cause confusion or distrust among stakeholders leading to conflict. An organizational structure that is too loosely structured or too authoritarian can breed conflict. Human factors, which can cause conflict, include characteristics and traits brought to the organization by its stakeholders. Finally, limited resources was cited throughout much of the research as being a major potential source of conflict. Cheek and Lindsey sum up resource conflict by observing that resource allocation has the greatest impact on teacher job satisfaction (2001).
Types of Conflict
Conflicts can occur among all stakeholders involved internally and externally in the educational setting including “disputes between teachers and students, students and their parents, students and bus drivers, students and vocational personnel, teachers and support staff, and between teachers and parents” (Hill, 1993). What is left out of this list are the conflicts that can arise between administrators and their subordinates. Because there is potential for conflict within all of these sub-groups, it is no surprise that administrators see conflict management as their major source of time within the school day and year. “A daily and taxing decision-making role for principals is handling disturbances (Cheek and Lindsey, 2001). Hill’s study of a Vermont principal noted that conflict occurred in 40 out of the 60 days observed. It consumed more time than both public relations and supervision combined (Hill, 1993).
School administrators need to first identify the power position of those in a conflict. Beck and Betz (as cited in Mhehe, 1997) identified two types of conflict. These are conflicts which occur between individuals with the same power (intra-stratum) and conflicts between those with unequal power (inter-stratum).
After determining the power positions within a conflict, an administrator then needs to isolate the issue that is at the heart of the conflict. Schmidt and Tannenbaum (as cited in Lindelow and Scott, 1989) classify issues of potential conflict into four broad categories of disagreement: facts, goals, methods and values/ethics. Facts can be misinterpreted. In the educational setting there are bound to be conflicts over goals and methods. Along with the differing values that people have, each was educated differently and thus each defines differently what is meant by “best practice.”
Conflict Management Styles
The manner in which administrators deal with conflict will determine what type of educational climate is created and maintained within their school system. Riley, MacBeath, Kruchov, & Thomassen (1995) suggest that administrators have three possible roles when managing conflict: referee, player and torchbearer. “The referee mediates conflict between and within different groups…called on to handle…conflictual issues which have little direct bearing on the school itself” (1995). Essentially the administrator must keep warring factions at bay even if the issues are not directly school related. The “player” is directly involved with the conflict and must make decisions that will impact the school climate and interpersonal relationships. The final role, “torchbearer,” is the conflictual role that emerges when the leader pursues values of equality and social justice that may challenge the prejudices or culture of the school (1995).
The roles that exist for dealing with conflicts do not necessarily identify the style through which administrators will actually manage conflict. Research suggests that conflict must be acknowledged and confronted to keep the educational climate running smoothly. Hoy and Miskel have identified five conflict management styles that administrators use to resolve conflicts found within the educational setting. These styles are avoidance, compromise, competitive, accommodation, and collaboration (2008). In avoidance, the leader simply ignores conflict which often can elicit even more hostility. “Principals made educational excellence part of their school’s cultures by…facing conflict rather than avoiding it” (Office of Ed. Research and Improvement, 1990). In compromising, the leader negotiates for a solution. In the competitive style, administrators simply exercise their authority by making unilateral decisions in order to appear in control. When administrators accommodate, they give in to their subordinates in order to resolve the conflict. Finally, when an administrator collaborates, the conflict is discussed, possible solutions are shared, and there is an effort to make all parties involved satisfied with the final decision.
Lindelow and Scott created an in-depth list of management techniques that can be utilized by administrators that either resolves conflict in the short-term, thus buying the administrator time to examine the issue more closely, or resolve conflict indefinitely, thus creating a contented educational system. Some of the techniques discussed were avoidance, goal creation, creative problem solving, compromise and use of third party, organizational structure change, and use of authority (Lindelow and Scott, 1989). As previously discussed, avoidance is ignoring the conflict. Although often seen as an ineffective strategy, Lindelow and Scott discuss the positive aspect of this technique. They point out that an aspect of avoidance, called procrastination, can give an administrator time to gather the required information or understand the situation better before a decision is made (1989). Another conflict management technique is goal creation and involves conflicting parties’ cooperation with each other. A “highly valued” goal is created that draws attention away from the individual conflict (1989). Goal creation can be coupled with the next technique, creative problem solving, as it too requires that the conflicting parties communicate their concerns while attempting to create strategies for resolution. Sometimes it is wise for a third party to become involved in conflict resolution. If the conflict does not involve an administrator, he or she will usually act as that third party mediator. A compromise is reached and each faction is required to give up something in order for everyone to be satisfied. This is a powerful strategy, as it does not necessarily create a clear winner or loser. If conflicts are threatening the school climate, sometimes it is wise for the educational leader to make an organizational change and separate the conflicting parties. It is important to note that a way to resolve a conflict is to change the system and force the conflicting parties to work closer together and increase contact. According to Lindelow and Scott, “when this is done, barriers to communication are often reduced” (1989). Finally, educational leaders will find it necessary at times to use their position of authority and settle the dispute. This is especially the case when neither side is willing to compromise. Sometimes “only forcing the issue will settle the problem” (1989).
First and foremost in conflict management, administrators must present a firm and focused approach to problem solving. Klempen emphasizes that administrators must take a rational approach if they want to increase their own self-confidence as well as the confidence of their subordinates in decision-making (2003). Further, the success of the institution is linked to how administrators handle conflict. “Conflict management is clearly linked with organizational effectiveness” (Fris, Eiserman and McIntosh, 1992). If an administrator does not handle conflict effectively then the organization will start to become unhealthy.
Another key element that administrators must engender within their school is the concept of trust. If teachers and staff trust their educational leader, then it is easier for that leader to manage conflict in a way that results in satisfaction for everyone. “It is essential that school leaders develop the trust factor necessary for teachers to follow and support their efforts” (Edgerson, Kritsonis & Herrington, 2006). Without trust, feelings of resentment and a lack of leadership confidence emerge, thus making it more difficult for the administrator the next time there is conflict.
It is also important for educational leaders to note that once conflicts are resolved, residual feelings may still be present among the parties. The American Association of School Administrators (AASA) (as cited in Lindelow and Scott, 1989) mentions that administrators must “anticipate the emotions of all groups and foster a climate for educational renewal.” The environment will need to be recreated so that everyone is once again working collaboratively for the good of the students.
Benefits of Conflict
When one thinks of the term conflict, generally a negative connotation comes to mind. Yet research shows that conflict can be a positive force in the educational setting. Because conflict requires people of differing opinions to come together, both listening to others’ views and change can occur. Ruben discussed (as cited in Mhehe, 1997) that
Conflict is not only essential to growth, change and evolution within an organizational system; but is a system’s primary defense against stagnation, detachment, entropy and eventual extinction.
While some would rather avoid conflict and the uncomfortable feelings it engenders, others see that it is beneficial to a school system. Lindelow and Scott describe the benefits of conflict within an organization including opening an issue for discussion, developing clarification of an issue, improving problem solving, and strengthening relationships when the issue is resolved (1989).
Corwin (as cited in Mhehe, 1997) creates a concise rationale for the benefit of conflict. Simply put, conflict encourages more control over the system by increasing administrators’ interest in what their subordinates are doing and thinking. When conflicts arise, administrators are forced to acknowledge different ideas and opinions of their internal and external stakeholders, thus keeping them aware of and informed of the overall climate of their schools.
Position Statement
It is impossible to avoid conflict and an administrator who tries will only find himself or herself in an untenable leadership position filled with recurring tension and cultural mistrust. Administrators need to realize that conflict can occur almost daily within a school setting as was evidenced from Hill’s research with a Vermont school. To see that conflict occurred during 40 of the 60 days observed is a discouraging statistic for future administrators who would ideally like to focus their attention on being an instructional leader rather than a conflict manager. With the enormous daily responsibilities that an administrator must face, the notion that some days may consist primarily of conflict resolution is daunting.
Administrators must be attuned to the sources of conflict within a school. The daily interaction among all stakeholders with varying viewpoints can create the potential for miscommunications that can give rise to conflict. Administrators must closely monitor the dynamics within the educational environment to identify these emerging conflicts and begin to formulate ways to address the conflict.
As research points out, no one style of conflict management can be applied to every situation. Unique conflicts arise and some of the techniques discussed may not fit a particular situation. It is up to administrators to use their instinctual knowledge and create their own resolution techniques to bring back harmony to the system. Even though research stated that avoidance was typically not a successful solution, sometimes it is the best technique in the short-term until an educational leader has time to gather the pertinent information needed to create an appropriate solution. It would be wise for administrators to continually hone their leadership skills by treating conflict management as a part of professional development (Riley et al., 1995). Conflict then can be seen as a beneficial learning tool for an educational leader.
Since conflict is often seen as a negative force in the educational setting, people fear it and feel as though it will ultimately destroy the climate if not resolved. Yet research points out that conflict can be a positive force in the school setting. It can create a climate of change and force communication as well as possible shifts in norms, values and culture. This could be just what a school district needs especially if it has become stagnant creatively or culturally. It is beneficial to “stir the pot” and force people out of their comfort zones. The study of conflict management is therefore an essential element in the preparation of future educational leaders.
Summary
To be an effective leader, one must be able to confront conflict and then manage it in a way that yields positive results. As Riley et al. stated, “The ability to manage conflict successfully is generally seen as the most significant challenge of effective leadership” (1995). This certainly is not easy and a successful administrator is one who wears many ‘hats’ in the building. Because conflict engenders negativity, it is only natural to want to avoid it. Yet, the administrator cannot. “Conflict is an inevitable consequence of the process of building a more effective school” (Hallinger and Murphy, 1986). The school system is fraught with many people carrying many conflicting opinions and values. Administrators must juggle both internal and external stakeholder ideals. From the teachers to students to parents and even their own administrative peers, administrators cannot escape the clash of cultural ideals. It is in an administrator's best interest to understand where and when conflict can occur (Mhehe, 1997). This awareness of the total school community keeps the administrator ever involved in the educational process. And if administrators can create an environment where effective communication is utilized, they can minimize or alleviate much of the conflict that can arise within their school community.
There are multiple strategies to manage conflict and no one strategy is appropriate for every occasion. Because of the uniqueness of conflict, administrators must “learn by doing.” A good administrator must first diagnose the problem before choosing a resolution technique. The administrator must strike a balance between letting conflicts resolve themselves or creating more conflict by trying to unilaterally fix every problem. Because much of a school day could be devoted to conflict resolution, administrators can hone good leadership skills by applying previous knowledge and real world solutions with problem solving.
Finally, it needs to be reiterated that although conflict is generally seen as a negative and potentially destructive force in the educational setting, it can also bring about change and constructive results as well. Conflict forces all parties involved, even the educational leader, to acknowledge problems within the system and then work to achieve a solution. Generally, a solution that satisfies everyone involved is the ultimate goal. Conflict can be a powerful instrument if, in the process, it creates new ideas, better visions and useful collaboration for educational success. After all, that is what schools should be ultimately striving for.
References
Cheek, E., & Lindsey, J. (1986, January 1). Principal's roles and teacher conflict: A recapitulation. Journal of Learning Disabilities, 19(5), 280. (ERIC Document Reproduction Service No. EJ334382) Retrieved June 6, 2008, from ERIC database.
Conflict Definition. (2008). Retrieved on June 15, 2008 from
Edgerson, D., Kritsonis, W., & Herrington, D. (2006, January 1). The critical role of the teacher-principal relationship in the improvement of student achievement in public schools of the United States. Online Submission. (ERIC Document Reproduction Service No. ED491985) Retrieved June 5, 2008, from ERIC database.
Fris, J., Eiserman, D., & McIntosh, D. (1992, April 1). Types of conflict management strategies used in three kinds of organizations: 50 cases from schools, community health centres, and schools of nursing. Executive Summary. (ERIC Document Reproduction Service No. ED347649) Retrieved June 7, 2008, from ERIC database.