The cause of the conflict is personal incompatibility in the teaching staff. Topic: Study of conflicts in the teaching staff

this work is devoted to conflicts in teaching teams. This problem is one of the most important in today's world. modern system education. But at the same time, it is underdeveloped. The question is: “WHY?...”. After all, a favorable resolution of the conflict depends on a favorable psychological climate, which, in turn, determines the quality of education for OUR children.

Unfortunately, at present these problems are not yet recognized by everyone. Thus, according to one study, only 2.5% of school principals are trying to master the ideas of cooperation pedagogy, only 2.3% of them are interested in issues of self-government. But the director plays the most important role in the cohesion of the teaching staff, as a group of like-minded people.

Also underdeveloped is the problem of adaptation of young specialists in the teaching staff. After all, young teachers simply need to know how to behave in a new team, since the members of the new team will also be wary of the “newcomer”. I hope that in the near future this problem will receive the widest possible analysis, since without knowing what to do in a conflict situation, you can make irreparable mistakes.

Who doesn't know ancient legend about the “Babylonian Pandemonium” - about the unlucky builders of the “Tower of Babel”, who were unable to complete the work they started only because they spoke different languages and could not understand each other. Since time immemorial, people have understood the truth: successful joint work is possible only when its participants can come to an agreement and find a common language.

So, in general, two sides can be distinguished in the occurrence of conflicts - objective and subjective. The objective basis in the emergence of conflicts is associated with the complex, contradictory situation in which people find themselves: poor working conditions, unclear division of functions and responsibilities - these kinds of problems are considered potentially conflict-producing, i.e. they are objectively the possible soil on which they easily arise tense situations. The ability to resolve a difficult situation without leading it to conflict is a sign of a person’s socio-psychological culture. At the same time, purely personal unfavorable manifestations in a difficult situation can sharply aggravate it, causing conflict.

Conflict management is targeted influence:

• to eliminate the causes that gave rise to the conflict;
• to correct the behavior of participants in the conflict;
• to maintain the required level of conflict, not going beyond controlled limits.

It is believed that constructive conflict resolution depends on the following factors:

• adequacy of the perception of the conflict, that is, a fairly accurate assessment of the actions and intentions of both the enemy and one’s own, not distorted by personal biases;
• openness and effectiveness of communication, readiness for a comprehensive discussion of problems, when participants honestly express their understanding of what is happening and ways out of a conflict situation,
• creating an atmosphere of mutual trust and cooperation.

It is also useful for a manager to know what character traits and behavioral characteristics are characteristic of a conflict personality. Summarizing the research of various scientists, we can say that these qualities include the following:

• inadequate self-esteem of one’s capabilities and abilities, which can be either overestimated or underestimated. In both cases, it may contradict the adequate assessment of others - and the ground is ready for a conflict to arise;
• the desire to dominate at all costs where this is possible and impossible;
• conservatism of thinking, views, beliefs, unwillingness to overcome outdated traditions;
• excessive adherence to principles and straightforwardness in statements and judgments, the desire to tell the truth face to face at any cost;
• a certain set of emotional personality traits: anxiety, aggressiveness, stubbornness, irritability.

How should a leader with a “conflict personality” behave? There is only one way - to “pick up the key”. To do this, try to see him as a friend and best features(qualities) of his personality, since you will no longer be able to change either the system of his views and values, or his psychological characteristics and features nervous system. If they were unable to “find the key to him,” then there is only one remedy left - to transfer such a person to the category of spontaneous action. Before moving on to resolving the conflict, we must try to answer next questions:

• do you want a favorable outcome;
• how would you feel in the place of the conflicting parties;

At the same time, the role of the psychological factor, human relations and communication in work collectives increases immeasurably. This is fully manifested in teaching teams. Today, more than ever, the decisive role of the personal factor in the educational process in schools has become obvious. The personality of the teacher and the leader of the teaching staff is what determines the favorable climate in the school. The human factor in school includes the psychological and socio-psychological characteristics of managers and teachers. These are the interests, desires and aspirations of people, their expectations from each other, character traits and abilities, the accumulated stock of knowledge, abilities, skills and habits. These are the mental properties and states of the teaching staff, their mood, creative and moral microclimate, cohesion, labor and managerial activity, psychological compatibility, authority, etc.

K.U. Thomas and R.H. Kilman developed the most appropriate basic strategies for behavior in a conflict situation. They point out that there are five basic styles of conflict behavior: accommodation, compromise, cooperation, ignoring, rivalry or competition.

The style of competition and rivalry can be used by a person who has a strong will, sufficient authority, power, who is not very interested in cooperation with the other party and who seeks first of all to satisfy his own interests. It can be used if the outcome of the conflict is very important to you and you place a big bet on your solution to the problem; you have sufficient power and authority, and it seems obvious to you that the solution you propose is the best; feel that you have no other choice and have nothing to lose; must make an unpopular decision and you have enough authority to choose this step; interact with subordinates who prefer an authoritarian style.

The cooperative style can be used if, while defending your own interests, you are forced to take into account the needs and desires of the other party. This style is the most difficult as it requires longer work. The purpose of its application is to develop a long-term mutually beneficial solution. This style requires the ability to explain your desires, listen to each other, and restrain your emotions.

An accommodating style means that you work cooperatively with the other party, but do not try to advance your own interests in order to smooth the atmosphere and restore a normal working atmosphere. Thomas and Kilmann believe that this style is most effective when the outcome of the case is extremely important to the other party and not very significant to you, or when you are sacrificing your own interests for the benefit of the other party.

For more successful conflict resolution, it is advisable not only to choose a style, but also to draw up a map of the conflict, developed by H. Cornelius and S. Fair. Its essence is as follows:

• Define the conflict problem in general terms. For example, if there is a conflict over the amount of work being performed, draw up a load distribution chart;
• Find out who is involved in the conflict (individuals, groups, departments or organizations);
• Identify the true needs and concerns of each of the main parties to the conflict.

Drawing up such a map, according to experts, will allow:

• limit the discussion to a certain formal framework, which will greatly help to avoid excessive expression of emotions, since people may restrain themselves during the mapping process;
• create an opportunity to jointly discuss the problem, express to people their demands and desires;
• understand both your own point of view and the point of view of others;
• create an atmosphere of empathy, i.e. the opportunity to see a problem through the eyes of other people and to recognize the opinions of people who previously believed that they were not understood;
• choose new ways to resolve the conflict.

But before moving on to resolving the conflict, try to answer the following questions:

• do you want a favorable outcome?
• what you need to do to better control your emotions;
• how would you feel in the place of the conflicting parties;
• is a mediator needed to resolve the conflict;
• in which atmosphere (situation) people could better open up, find common ground and develop their own solutions.

Conflict management methods are divided into:

• intrapersonal;
• structural;
• interpersonal (behavior styles);
• personal;
• negotiation;
• methods of managing individual behavior and aligning organizational roles and their functions, sometimes leading to manipulation of employees;
• methods that include retaliatory aggressive actions.

Intrapersonal methods of conflict management consist in the ability to correctly organize one’s own behavior, express one’s point of view so that it does not cause a negative reaction, a psychological need to defend oneself, from others. For example, when you come to work in the morning, you find that someone has moved everything on your desk. You want to prevent this from happening again, but you also don’t want to ruin your relationship with your employees. You state, “When papers are moved around on my desk, it really annoys me. In the future, I would like to find everything as I left before leaving.” Clearly expressing why others are doing something that irritates you helps them understand you, and when you speak without attacking them, this reaction can encourage others to change their behavior.

Structural methods of conflict management include:

• clarification of job requirements;
• formation of coordination and integration mechanisms, general organizational goals;
• use of reward systems.

Interpersonal methods of conflict management are methods in which at least two parties take part and each party chooses a form of behavior to preserve its interests, taking into account further possible interaction with the opponent. K.U. Thomas and R.H. Kilman developed the basic most acceptable strategies for behavior in a conflict situation. They indicate that there are five main styles of behavior in conflict: adaptation, compromise, cooperation, avoidance, rivalry or competition.

The style of competition and rivalry can be used by a person who has a strong will, sufficient authority, power, who is not very interested in cooperation with the other party and who seeks first of all to satisfy his own interests. It can be used if:

• the outcome of the conflict is very important to you, and you place a big bet on your solution to the problem;
• you have sufficient power and authority, and it seems obvious to you that the solution you propose is the best;
• you feel like you have no choice and nothing to lose;
• you must make an unpopular decision and you have enough power to choose this step;
• you interact with subordinates who prefer an authoritarian style.

However, keep in mind that this is not a style that can be
use in close personal relationships, since it cannot cause anything other than a feeling of alienation
The cooperative style can be used if, while defending your own interests, you are forced to take into account the needs and desires of the other party. This style is the most difficult as it requires longer work. The purpose of its application is to develop a long-term mutually beneficial solution. This style requires the ability to explain your desires, listen to each other, and restrain your emotions. The absence of one of these factors makes this style ineffective. To resolve conflict, this style can be used in the following situations:

• it is necessary to find a common solution if each of the approaches to the problem is important and does not allow compromise solutions;
• you have a long-term, strong and interdependent relationship with the other party;
• the main goal is to gain joint work experience;
• the parties are able to listen to each other and outline the essence of their interests;
• it is necessary to integrate points of view and strengthen the personal involvement of employees in activities.

Compromise style. Its essence lies in the fact that the parties seek to resolve differences through mutual concessions. In this regard, it is somewhat reminiscent of the style of cooperation, but it is carried out on a more superficial level, since the parties are inferior to each other in some way. This style is the most effective, both parties want the same thing, but know that it is impossible to achieve at the same time. For example, the desire to occupy the same position or the same work premises. When using this style, the emphasis is not on a solution that satisfies the interests of both parties, but on an option that can be expressed in the words: “We cannot fully fulfill our desires, therefore, it is necessary to come to a decision with which each of us could agree.” .

This approach to conflict resolution can be used in the following situations:

• both sides have equally compelling arguments and wield equal power;
• satisfying your desire does not matter too much to you;
• you may be satisfied with a temporary solution because there is no time to develop another, or other approaches to solving the problem turned out to be ineffective;
• compromise will allow you to gain at least something rather than lose everything.

The avoidance style usually occurs when the issue at hand is not that important to you, you do not stand up for your rights, do not cooperate with anyone to develop a solution, and do not want to spend time and effort on solving it. This style is also recommended in cases where one of the parties has more power or feels that he is in the wrong, or believes that there are no serious reasons for continuing contact.

• the source of disagreement is trivial and unimportant to you compared to others more important tasks, and therefore you think that it is not worth wasting energy on it;
• you know that you cannot or even do not want to resolve the issue in your favor;
• you have little power to solve the problem in the way you want;
• you want to buy time to study the situation and get Additional information before making any decision;
• trying to solve the problem immediately is dangerous, since opening and openly discussing the conflict can only worsen the situation;
• subordinates themselves can successfully resolve the conflict;
• You've had a hard day, and solving this problem may bring additional troubles.

You should not think that this style is an escape from a problem or an evasion of responsibility. In fact, leaving or delaying may be an appropriate response to a conflict situation, since in the meantime it may resolve itself, or you can deal with it later when you have sufficient information and a desire to resolve it.

The accommodating style means that you work cooperatively with the other party, but do not try to advance your own interests in order to smooth the atmosphere and restore a normal working atmosphere. Thomas and Kilmann believe that this style is most effective when the outcome of the case is extremely important to the other party and not very significant to you, or when you are sacrificing your own interests in favor of the other party.

The style of adaptation can be applied in the following most typical situations:

• the most important task is to restore calm and stability, and not to resolve the conflict;
• the subject of the disagreement is not important to you or you are not particularly concerned about what happened;
• you think that it is better to maintain good relationships with other people than to defend your own point of view;
• realize that the truth is not on your side;
• feel like you don't have enough power or a chance to win.

Just as no leadership style can be effective in all situations without exception, none of the conflict resolution styles discussed can be singled out as the best. We must learn to use each of them effectively and consciously make one or another choice, taking into account specific circumstances.

Personal methods

This group focuses on the leader’s ability to actively resist conflict, meaning the following:

• the use of power, rewards and punishment directly against participants in the conflict;
• changing the conflict motivation of employees by influencing their needs and interests using administrative methods;
• convincing the parties to the conflict;
• changing the composition of the participants in the conflict and the system of their interaction by moving people within the organization, dismissal or encouraging voluntary departure;
• the leader’s entry into the conflict as an expert or arbiter and

seeking agreement through joint negotiations;

Negotiation

Of all the ways to overcome confrontation between the parties, negotiations between them are the most effective. They are characterized by the fact that the parties are trying to achieve at least part of what they want, to make certain compromises. In order for negotiations to become possible, certain conditions must be met:

• the existence of interdependence of the parties involved in the conflict;
• absence significant difference in force among the subjects of the conflict;
• correspondence of the stage of development of the conflict to the possibilities of negotiations;
• participation in negotiations between parties who can actually make decisions in the current situation.

Properly organized negotiations go through several stages:

1. Preparation for the start of negotiations. Before starting negotiations, you need to diagnose the state of affairs, determine the strengths and weaknesses of the parties to the conflict, predict the balance of power, clearly formulate your goal and possible results of participation in the negotiations, work out procedural issues: where is it better to hold negotiations, what kind of atmosphere is expected, are good things important in the future? relationship with the opponent. According to many researchers, the success of the entire activity depends 50% on the correct organization of this stage, and the lack of information leads to suspicion and distrust of the participants, that is, to a deepening of the conflict;
2. Initial choice of position (official statements of negotiators). This stage allows you to show your opponents that you know their interests and you take them into account, determine the area for maneuver and try to leave as much room for yourself in it as possible. There are various possible tactics for starting negotiations:

• you can be aggressive in order to put pressure on your opponent, to suppress him;
• the successful progress of negotiations is facilitated by the establishment of relaxed personal relationships, the creation of a friendly atmosphere, and the demonstration of interdependence;
• small concessions can be used to achieve a mutually beneficial compromise;
• obtaining a small advantage is facilitated by the provision of new facts and the use of manipulations;
• procedural ease is achieved through joint search for information;

Search for a mutually acceptable solution, psychological struggle. At this stage, the parties test each other’s capabilities, try to seize the initiative with all possible ways. Opponents present facts that benefit only them, and declare that they have all sorts of options. The goal of each participant is to maintain balance or a slight advantage. The mediator’s task at this stage is to direct the negotiations towards the search for specific proposals. If negotiations begin to sharply affect one of the parties, the mediator of the new one must find a way out of the current situation;

Ending negotiations or breaking a deadlock. By this stage, a significant number of different proposals and options already exist, but agreement on them has not yet been reached. Time begins to run out, tension increases, and some kind of decision needs to be made. A few final concessions by both sides could save the whole thing. But here it is important for the conflicting parties to clearly remember which concessions do not affect the achievement of their main goal, and which nullify all previous work. The mediator, using the power given to him, resolves the final differences and leads the parties to a compromise.

Humanity has accumulated vast experience in negotiations. In recent decades, several rules and procedures for their management have been determined. The parties to the negotiations, direct participants, subject matter, channels of mutual communication, information are identified. It has been noted that there are difficulties in developing criteria for assessing both the progress and results of negotiations. In general, the behavior of the participants largely depends on the current situation, as well as their educational and cultural level, volitional and other personal characteristics.

Methods for managing personal behavior

Behavior management represents a system of measures for the formation of principles and norms of behavior of people in an organization, which allows you to achieve your goals within a given time frame at a reasonable cost. An organization, in accordance with its goals, strategy, organizational structure, and specific activities, selects specialists for certain roles, to perform specific functions and obtain the required results, for which a certain remuneration is due. An individual, having an idea of ​​himself and his capabilities, taking into account his goals, enters into a relationship with the organization, striving to take a certain place in it, perform a certain job and receive a reward. The individual expects from the organization: a place in social structure, specific interesting work, desired reward. The organization expects from the individual: qualifications and personal characteristics to perform the job, required work results, recognition of accepted standards of behavior. When properly managed, the expectations of the individual and the organization come closer to each other. The task of behavior management is to achieve compliance with the mutual expectations of the individual and the organization.

Methods involving aggressive responses

This group of methods is used in extreme cases when the capabilities of all previous methods have been exhausted.

Ways to resolve conflicts:

1. Before you react to another person’s action, you need to find out why this person acted this way and not otherwise.
2. Encourage the parties to the conflict to establish direct contact with each other and openly discuss the conflict situation.
3. Create working conditions for conflicting people so that they do not have contact with each other for a long time.
4. Inform all teachers when distributing bonuses and allowances
5. wages(social justice and transparency).
6. Managers must improve the style of organizational work with subordinates.
7. Do not abuse official power.
8. Prevent and eliminate interpersonal conflicts.

My research work is aimed at identifying the relationship between the psychological climate and conflicts in the teaching staff.

By psychological climate we mean the relatively stable psychological states of the teaching staff that are significant for the activities of its members. The climate can be favorable or unfavorable, have a good or bad effect on a person’s well-being. So, speaking about climate, they have environmental characteristics psychology of the collective, which constitutes the living conditions of the individual.

Of course, the concept of “climate” is very capacious. It covers not only the psychology of the team, but also all other conditions that influence the human condition, including the peculiarities of the organization of work, material conditions, etc. For example, the creative climate is the entire set of factors in the intra-school situation that influence the teacher’s professional and creative well-being and his professional growth. Among them, an important place is occupied by psychological components: people’s mood, their relationships, cohesion. They form the basis of the psychological climate.

Based on all of the above, it can be argued that the psychological climate of the team is an integral part of conflict situations. He plays vital role in his further development and resolution. After all, if there is a favorable psychological climate in the teaching staff, then the conflict is more likely to be resolved in a positive way, and if it is unfavorable, then in a negative way.

There are a significant number of bases used to classify conflicts in an organizational environment. It is customary to divide conflicts depending on the subjects involved into interpersonal, intergroup, and conflicts between an individual and a group.

The main structural elements of a conflict, as a rule, include: the subjects of the conflict, the relationship between them and the subject.

The subject of the conflict is an active party capable of creating a conflict situation and influencing the dynamics of the development of the conflict depending on its interests. According to K. Boulding, the subjects of conflict can be either individuals or communities and groups consisting of them.

The object of the conflict is the specific reason, motivation, driving force of the conflict, what both subjects strive to possess or use. The condition for the emergence of a conflict is the claim of one of the subjects to the indivisibility of the object, ownership of it.

The conflict object has the following characteristics:

• - does not exist on its own, it becomes such when there is interest in it on the part of interacting subjects (when there is a desire to possess it, use it, control it, appropriate it, etc.);
• - has a sign of scarcity and the need for its use on the part of both subjects;
• - has a relativistic (relative) nature, associated with different subjective assessments of its significance for different subjects;
• - can be realistic and unrealistic - one that contains a goal and content in itself ( deviant behavior not for the sake of achieving some concessions, but for the sake of the act itself).

The subject of the conflict is an objectively existing or conceivable (imaginary) problem that serves as a cause of disagreement between the parties. In other words, the subject of the conflict is the contradiction because of which and for the sake of the resolution of which the subjects enter into confrontation.

Each conflict has the following characteristics:

• - spatial: geographical boundaries, areas of occurrence and manifestation of the conflict, conditions and reasons for its occurrence, specific forms of manifestation, means and actions used by the subjects, the result of the conflict;
• - temporary: duration, frequency, repeatability, duration of participation of each subject, time characteristics of each stage;
• - socio-spatial: the number and interests of all parties to the conflict.

The function of conflict is the role that conflict plays in relation to society and its various structural formations: individuals, social groups, organizations, etc. The functions of conflict can be divided into general (manifesting at various levels of the social system) and personal (manifesting at the level specific person, individual).

General positive functions of conflict: eliminating contradictions in the functioning of the team; creating and maintaining a balance of power; social control over compliance with rules, generally accepted norms and values; creating new social norms and institutions, updating existing ones; establishing an informal hierarchy in a group or society; deeper knowledge of each other by the parties to the conflict; removing the submissive syndrome in subordinates, etc.

Positive functions of conflict at the personal level: cognitive function in relation to those people who take part in it; self-knowledge and correction of self-esteem; weakening of mental tension; promoting personal development; adaptation and socialization of individuals in a group; a way of self-affirmation and self-realization; the opportunity to get rid of problems; personality development, etc.

Are common negative functions conflict:

• - large material and emotional costs of participating in the conflict;
• - there may be a significant deterioration in the mood of the participants, the emergence of diseases, violence and death;
• - destruction of interpersonal relationships;
• - violation of the system of relations; deterioration of the socio-psychological climate, etc.

Negative functions at the personal level:

• - deterioration in the quality of individual activity;
• - disappointment in one’s abilities, decreased self-esteem;
• - promoting social passivity of the individual;
• - loss of previous motivation, destruction of value orientations, etc.

Thus, conflict as a social phenomenon in its structure contains the subjects and subject of the conflict, as well as conflict interaction and the environment and has both positive and negative functions.

Conflicts are divided into interpersonal, intergroup and conflicts between an individual and a group, depending on the parties.

Interpersonal conflict. This is a clash between individuals in the process of their social and psychological interaction. Conflicts of this type arise at every step and for a variety of reasons.

In any interpersonal conflict, the personal qualities of people, their mental, socio-psychological and moral characteristics are of great importance. In this regard, people often talk about the interpersonal compatibility or incompatibility of people who play a vital role in interpersonal communication.

Conflict between the individual and the group. This type of conflict has much in common with interpersonal conflict, but it is more multifaceted. The group includes a whole system of relationships; it is organized in a certain way; as a rule, it has a formal and/or informal leader, coordination and subordination structures, etc. Therefore, the potential for conflict here increases.

Like other types of conflict, conflict between an individual and a group can be either constructive or destructive. In the first case, conflict resolution helps to strengthen the connection between the individual and the group, the formation of personal and group identification and integration. In the second case, on the contrary, personal disidentification and group disintegration occur.

Intergroup conflict. This conflict is expressed in the clash of interests of various groups. This type includes conflicts between social groups of very different sizes: small, medium and large.

The causes of intergroup conflicts can be very different: economic, political, national-ethnic, etc. Different level social groups have their own characteristics of conflict occurrence and ways to resolve them. Thus, at the level of small groups, a factor such as social identification of groups plays a large role in the emergence of intergroup conflict. It is expressed in the formation of a sense of belonging to the troupe, identifying oneself with its other members, creating the quality of “we”, as opposed to “they” or “not-us”. “We” are ours, ours, “they” are others who differ from “us”. Thus, social identification has its reverse side, social differentiation, which contains the possibility of intergroup conflict. Moreover, the grounds for social identification can be very different: economic, sociocultural, racial, etc.

When representatives of an organizational level are involved in a conflict, they speak of a horizontal conflict, but if the subjects of conflict interaction belong to different organizational levels, they speak of a vertical conflict. Conflicts differ depending on the outcome into destructive (dysfunctional) and constructive (functional). In addition, conflicts are divided depending on the severity of their external manifestations into hidden and obvious.

L. A. Koser divides conflicts into realistic (objective) and unrealistic (non-objective). Realistic ones are caused by the dissatisfaction of certain demands of the participants and the unfair (in the opinion of one or both parties) distribution of benefits between them. These conflicts are aimed at combating a perceived source of dissatisfaction or injustice and have the goal of achieving a certain result. Unrealistic conflicts require interaction between two or more people, but their cause is not the contradictory aspirations of opponents, but the need to free themselves from tension, from negative emotions.

• 1) the parties strive to overestimate their capabilities and underestimate the capabilities of the opponent, to assert themselves at his expense, criticize each other unconstructively, etc. These reactions are assessed by the opponent as personal insults, and then mechanisms of active defense and counteraction on his part are activated;
• 2) increased activity of opponents with a sharp weakening of self-control; feedback violation. At this stage, it is difficult for the parties to the conflict to return to the constructive phase. The constructive phase of the conflict is characterized by the opponents’ awareness of the goal, the object of the conflict, the means to achieve the goal, and a correct assessment own state, capabilities and the ability to objectively assess the opponent’s state and reactions. Joint activities remain within the framework of a business discussion of the subject of the conflict

A. Ya. Antsupov and A. I. Shipilov identified a number of periods and stages in the dynamics of the conflict. The latent period (pre-conflict situation) consists of the following stages:

• - the emergence of an objective problem situation. It is based on objective reasons that are a prerequisite for the emergence of conflicts;
• - awareness of an objective problem situation. At this stage, there is a perception of reality as problematic, an understanding of the need to take some action to resolve the contradiction. The presence of an obstacle to the realization of interests contributes to the fact that the problem situation is perceived subjectively, that is, with distortions;
• - attempts by the parties to resolve an objective problem situation in non-conflict ways. Awareness of the conflict situation by the parties involved in the conflict leads to its resolution in non-conflict ways: persuasion, explanation, request, informing the opposing party. At this stage, one of the participants in the situation may give in, not wanting the problem situation to escalate into a conflict;
• - the emergence of a pre-conflict situation. The situation may be perceived as pre-conflict, i.e. the perception of a threat to some socially important interests, and the opponent’s actions are not considered a real threat.

The open period, or conflict interaction (the conflict itself), consists of the following stages:

• - incident: the first clash of the parties occurs, an attempt by one side to solve the problem in its favor. A conflict can develop as an alternation of conflict clashes - incidents;
• - escalation: intensification of confrontation between the parties to the conflict. This stage is associated with the beginning of open conflict interaction: emotional tension (affective response); a transition in communication from arguments to claims and personal attacks; deepening contradictions; use of violence; a decrease in the significance of primary disagreements regarding the subject of the conflict; increasing the number of participants. The escalation of the conflict is characterized by a narrowing of the cognitive sphere, that is, a transition to more primitive forms of reflection of reality; displacement of adequate perception of another by the image of an enemy;
• - balanced counteraction: reducing the intensity of confrontation. There is a realization that continuing the conflict by force will not produce results, but the participants have not yet taken steps to achieve agreement;
• - ending the conflict: a search for ways out of the conflict and a transition from conflict resistance to solving the problem and ending the conflict is carried out. The main forms of ending a conflict are resolution, settlement, fading, elimination or escalation into another conflict.

The main role in the emergence of conflicts is played by the so-called conflictogens - words, actions that contribute to the emergence and development of conflict, i.e. leading directly to conflict.

It should be noted that a “single” conflictogen, as a rule, is not capable of leading to conflict; a chain of conflictogens must arise - their escalation.

The escalation of conflictogens is a consequence of the fact that a person tries to respond to a conflictogen addressed to him with a stronger conflictogen, often the strongest of all possible.

In an educational organization, the functions of a conflict resolution manager are complicated by an expanded range of areas of conflict resolution. possible occurrence: teacher-teacher, teacher-parent, leader-parent, teacher-child, teacher-specialist, teacher-supervisor, specialist-leader, leader-manager, etc. Moreover, a teacher may be in conflict with his personal interests. Let's take a closer look at the concept of "conflict of interest" teaching worker". The concept of "conflict of interests of a teaching worker" is defined by the Federal Law "On Education in the Russian Federation" No. 273 - FZ. Of course, this concept existed in the field of education before, but with the entry into force of the law it acquired legislative form. The law interprets the conflict of interests of a teaching worker as a situation in which a teaching worker, in the course of his professional activities, has a personal interest in obtaining material benefit or other advantage and which affects, or may affect, the proper performance of professional duties by the teaching worker due to a contradiction between his personal interest and the interests of the student, parents (legal representatives) of minor students. Thus, a conflict of interest means the interest of a teaching worker in obtaining material benefits in the performance of his work.

Pedagogical conflict has a number of features that distinguish it from the general mass of conflicts.

Feature one. Not every conflict that arises in the educational system can be considered pedagogical, that is, directly related to the pedagogical process.

Feature two. The significance of each conflict may change situationally. For example, conflicts in the teaching staff affect the psychological climate, affect the mood of students and teachers, and their emotional well-being.

Feature three. Pedagogical conflicts reflect not only personal, but also any other features of the life of the educational system (social, economic, ideological, etc.)

Feature four. In resolving a pedagogical conflict, one should adhere to the principle: “A noble goal is achieved by noble means.”

CONTENTS INTRODUCTION Chapter 1. The concept of conflict. 1.1. Definition of conflict. 1.2. Typology of conflict. Causes of conflicts. 1.3. The main stages of the conflict. 1.4. Structure of the conflict. 1.5. Basic styles of leader behavior in conflict situations. 1.6. Map of the conflict. 1.7. Conflict resolution in the personal and emotional sphere. Chapter 2. Teaching staff. 2.1. Structure of the teaching staff. 2.2. Director and teacher. 2.2.1. What do teachers expect from the principal? 2.3. Psychological restructuring of a “difficult” teacher. Chapter 3. Conflicts in the teaching staff. 3.1. The main factors influencing conflict in the teaching staff. 3.2. Causes of conflicts. 3.3. Ways to resolve conflicts. 3.4. Conflicts between directors and head teachers. 3.5. Difficulties in managing teaching staff. PRACTICAL PART 4.1. Goals, objectives, object of research. 4.2. Results and conclusions. CONCLUSION List of used literature. INTRODUCTION Who doesn’t know the ancient legend about the “Babylonian Pandemonium” - about the unlucky builders of the “Tower of Babel” who were unable to complete the work they started only because they spoke different languages ​​and could not understand each other. Since time immemorial, people have understood the truth: successful joint work is possible only when its participants can come to an agreement and find a common language. In our time - a time of scientific, technical and social progress - there is a continuous complication of business relationships between people in the process of activity. At the same time, the role of the psychological factor, human relations and communication in work collectives increases immeasurably. This is fully manifested in teaching teams. Today, more than ever, the decisive role of the personal factor in the educational process in schools has become obvious. The personality of the teacher and the leader of the teaching staff is what determines the favorable climate in the school. The human factor in school includes the psychological and socio-psychological characteristics of managers and teachers. These are the interests, desires and aspirations of people, their expectations from each other, character traits and abilities, the accumulated stock of knowledge, abilities, skills and habits. These are the mental properties and states of the teaching staff, their mood, creative and moral microclimate, cohesion, labor and managerial activity, psychological compatibility, authority, etc. Therefore, the formation of a favorable psychological climate in teaching staff is necessary for friendly creative work, for favorable conflict resolution, is becoming an increasingly pressing issue in modern schools. Therefore, the purpose of this work is to clarify the impact of conflicts on the teaching staff. To achieve this goal it was necessary to solve the following problems: . Explore theoretical material on this issue. . Select methods appropriate to the problem. . Determine the sample (respondents) with the help of which the practical part of the work will be carried out (on whom the research will be conducted). . Conduct research. . Process the results and compare them with each other. . Draw conclusions. I The concept of conflict. 1.1. Definition of conflict. What is conflict? In psychology, conflict is defined as “a collision of oppositely directed, mutually incompatible tendencies, a single episode in the mind, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences.” This shows that the basis of conflict situations in a group between individuals is a clash between opposing interests, opinions, goals, and different ideas about how to achieve them. 1.2. Typology of conflict. Causes of conflicts. IN social psychology There is a multivariate typology of conflict depending on the criteria that are taken as a basis. So, for example, the conflict can be intrapersonal between family sympathies and the manager’s sense of duty), interpersonal (between the manager and his deputy regarding a position, a bonus between employees); between an individual and the organization to which he belongs; between organizations or groups of the same or different status. It is also possible to classify conflicts horizontally (between ordinary employees who are not subordinate to each other), vertically (between people who are subordinate to each other) and mixed, in which both are represented. The most common conflicts are vertical and mixed. On average they make up 70-80% of all others. They are also the most undesirable for a leader, since in them he is, as it were, “tied hand and foot.” The fact is that in this case, every action of the manager is considered by all employees through the prism of this conflict. Classification according to the nature of the reasons that caused the conflict is also acceptable. It is not possible to list all the reasons for the conflict. But in general, it is caused, as R.L. Krichevsky points out in the book “If you are a leader, by the following three groups of reasons, conditioned by: · the labor process; · the psychological characteristics of human relationships, that is, their likes and dislikes, cultural and ethnic differences of people , the actions of the leader are bad psychological communication etc.; personal identity of group members, for example, inability to control their emotional state, aggressiveness, lack of communication, tactlessness. Conflicts are distinguished by their significance for the organization, as well as the method of resolving them. There are constructive and destructive conflicts. Constructive conflicts are characterized by disagreements that affect fundamental parties, problems of the life of the organization, and its members, and the resolution of which takes the organization to a new higher and more effective level of development. Destructive conflicts lead to negative, often destructive actions, which sometimes develop into squabbles and other negative phenomena, which leads to a sharp decrease in the effectiveness of the group or organization. 1.3. The main stages of the conflict. Conflicts, despite their specificity and diversity, generally have common stages of progression: the stage of potential formation of conflicting interests, values, norms; the stage of transition of a potential conflict into a real one or the stage of awareness by the participants in the conflict of their correctly or falsely understood interests; stage of conflict actions; stage of removing or resolving the conflict. 1.4. Structure of the conflict. In addition, each conflict also has a more or less clearly defined structure. In any conflict there is an object of a conflict situation, associated either with technological and organizational difficulties, peculiarities of remuneration, or with the specifics of business and personal relations of the conflicting parties. The second element of the conflict is the goals, subjective motives of its participants, determined by their views and beliefs, material and spiritual interests. Further, the conflict presupposes the presence of opponents, specific individuals who are its participants. And finally, in any conflict it is important to distinguish the immediate cause of the conflict from its true causes, which are often hidden. It is important for a practicing leader to remember that as long as all the listed elements of the conflict structure exist (except for the reason), it cannot be eliminated. An attempt to end a conflict situation by force or persuasion leads to its growth and expansion by attracting new individuals, groups or organizations. Therefore, it is necessary to eliminate at least one of the existing elements of the conflict structure. 1.5 Basic styles of leader behavior in a conflict situation. Experts have developed many recommendations concerning various aspects of people’s behavior in conflict situations, the selection of appropriate behavioral strategies and means of conflict resolution, as well as its management. Let us consider, first of all, a person’s behavior in a conflict situation from the point of view of its compliance with psychological standards. This model of behavior is based on the ideas of E. Melibruda, Siegert and Laite. Its essence is as follows. It is believed that constructive conflict resolution depends on the following factors: . adequacy of the perception of the conflict, that is, a fairly accurate assessment of the actions and intentions of both the enemy and one’s own, not distorted by personal biases; . openness and effectiveness of communication, readiness for a comprehensive discussion of problems, when participants honestly express their views, understanding of what is happening and ways out of a conflict situation, creating an atmosphere of mutual trust and cooperation. It is also useful for a manager to know what character traits and behavioral characteristics are characteristic of a conflict personality. Summarizing the research of psychologists, we can say that such qualities may include the following: inadequate self-esteem of one’s capabilities and abilities, which can be either overestimated or underestimated. In both cases, it may contradict the adequate assessment of others - and the ground is ready for a conflict to arise; the desire to dominate, at all costs, where it is possible and impossible; conservatism of thinking, views, beliefs, unwillingness to overcome outdated traditions; excessive adherence to principles and straightforwardness in statements and judgments, the desire to tell the truth face to face at any cost; a certain set of emotional personality traits: anxiety, aggressiveness, stubbornness, irritability. K.U. Thomas and R.H. Kilman developed the most appropriate basic strategies for behavior in a conflict situation. They point out that there are five basic styles of conflict behavior: accommodation, compromise, cooperation, ignoring, rivalry or competition. The style of behavior in a particular conflict, they point out, is determined by the extent to which you want to satisfy your own interests, while acting passively or actively, and the interests of the other party, acting jointly or individually. Here are recommendations for the most appropriate use of a particular style, depending on the specific situation and the nature of the person’s personality. The style of competition and rivalry can be used by a person who has a strong will, sufficient authority, power, who is not very interested in cooperation with the other party and who seeks first of all to satisfy his own interests. It can be used if the outcome of the conflict is very important to you and you place a big bet on your solution to the problem; you have sufficient power and authority, and it seems obvious to you that the solution you propose is the best; feel that you have no other choice and have nothing to lose; must make an unpopular decision and you have enough authority to choose this step; interact with subordinates who prefer an authoritarian style. However, it should be borne in mind that this is not a style that can be used in close personal relationships, since it cannot cause anything other than a feeling of alienation. It is also inappropriate to use it in a situation where you do not have sufficient power, and your point of view on some issue differs from the point of view of your boss. The cooperative style can be used if, while defending your own interests, you are forced to take into account the needs and desires of the other party. This style is the most difficult as it requires longer work. The purpose of its application is to develop a long-term mutually beneficial solution. This style requires the ability to explain your desires, listen to each other, and restrain your emotions. The absence of one of these factors makes this style ineffective. To resolve a conflict, this style can be used in the following situations: it is necessary to find a common solution if each of the approaches to the problem is important and does not allow compromise solutions; you have a long-term, strong and interdependent relationship with the other party; the main goal is to gain joint work experience; the parties are able to listen to each other and outline the essence of their interests; it is necessary to integrate points of view and strengthen the personal involvement of employees in activities. Compromise style. Its essence lies in the fact that the parties seek to resolve differences through mutual concessions. In this regard, it is somewhat reminiscent of the style of cooperation, but it is carried out on a more superficial level, since the parties are inferior to each other in some way. This style is the most effective, both parties want the same thing, but know that it is impossible to achieve at the same time. For example, the desire to occupy the same position or the same work premises. When using this style, the emphasis is not on a solution that satisfies the interests of both parties, but on an option that can be expressed in the words: “We cannot fully fulfill our desires, therefore, it is necessary to come to a solution with which each of us could agree." This approach to conflict resolution can be used in the following situations: both sides have equally convincing arguments and have the same power; satisfying your desire does not matter too much to you; you may be satisfied with a temporary solution because there is no time to develop another, or other approaches to solving the problem turned out to be ineffective; compromise will allow you to gain at least something rather than lose everything. The avoidance style usually occurs when the issue at hand is not that important to you, you do not stand up for your rights, do not cooperate with anyone to develop a solution, and do not want to spend time and effort on solving it. This style is also recommended in cases where one of the parties has more power or feels that he is in the wrong, or believes that there are no serious reasons for continuing contact. The avoidance style can be recommended for use in the following situations: the source of disagreement is trivial and unimportant for you compared to other more important tasks, and therefore you believe that it is not worth wasting energy on it; you know that you cannot or even do not want to resolve the issue in your favor; you have little power to solve the problem in the way you want; want to buy time to study the situation and obtain additional information before making any decision; trying to solve the problem immediately is dangerous, since opening and openly discussing the conflict can only worsen the situation; subordinates themselves can successfully resolve the conflict; You've had a hard day, and solving this problem may bring additional troubles. One should not think that this style is an escape from a problem or an evasion of responsibility. In fact, leaving or delaying may be an appropriate response to a conflict situation, since in the meantime it may resolve itself, or you can deal with it later when you have sufficient information and a desire to resolve it. An accommodating style means that you work cooperatively with the other party, but do not try to advance your own interests in order to smooth the atmosphere and restore a normal working atmosphere. Thomas and Kilmann believe that this style is most effective when the outcome of the case is extremely important to the other party and not very significant to you, or when you are sacrificing your own interests for the benefit of the other party. The adaptation style can be applied in the following most typical situations: the most important task is to restore calm and stability, rather than resolve the conflict; the subject of the disagreement is not important to you or you are not particularly concerned about what happened; you think that it is better to maintain good relationships with other people than to defend your own point of view; realize that the truth is not on your side; feel like you don't have enough power or a chance to win. Just as no leadership style can be effective in all situations without exception, none of the conflict resolution styles discussed can be singled out as the best. We must learn to use each of them effectively and consciously make one or another choice, taking into account specific circumstances. 1.6 Map of the conflict. For more successful conflict resolution, it is advisable not only to choose a style, but also to draw up a map of the conflict, developed by H. Cornelius and S. Fair. Its essence is as follows: · define the conflict problem in general terms. For example, if there is a conflict over the amount of work being performed, draw up a load distribution chart; · find out who is involved in the conflict (individuals, groups, departments or organizations); · identify the true needs and concerns of each of the main parties to the conflict. Drawing up such a map, according to experts, will allow: 1) to limit the discussion to a certain formal framework, which will greatly help to avoid excessive manifestations of emotions, since people can restrain themselves while drawing up a map; 2) create the opportunity to jointly discuss the problem, express to people their demands and desires; 3) understand both your own point of view and the point of view of others; 4) create an atmosphere of empathy, i.e. the opportunity to see a problem through the eyes of other people and to recognize the opinions of people who previously believed that they were not understood; 5) choose new ways to resolve the conflict. But before moving on to resolving the conflict, try to answer the following questions: do you want a favorable outcome; what you need to do to better control your emotions; how would you feel in the place of the conflicting parties; is a mediator needed to resolve the conflict; in what atmosphere (situation) people could better open up, find a common language and develop their own solutions. 1.7 Conflict resolution in the personal and emotional sphere. However, the manager has to resolve conflicts not only in a business form, but also in the personal and emotional sphere. When resolving them, other methods are used, since in them, as a rule, it is difficult to identify the object of disagreement and there is no conflict of interests. How should a leader with a “conflict personality” behave? There is only one way - to “pick up the key”. To do this, try to see in him a friend and the best features (qualities) of his personality, since you will no longer be able to change either his system of views and values, or his psychological characteristics and characteristics of the nervous system. If they were unable to “find the key to him,” then there is only one remedy left - to transfer such a person to the category of spontaneous action. Thus, in a conflict situation or when dealing with a difficult person, you should use the approach that is most appropriate for the particular circumstances and in which you feel most comfortable. The best advisers in choosing the optimal approach to conflict resolution are life experience and the desire not to complicate the situation and not bring a person to stress. You can, for example, reach a compromise, adapt to the needs of another person (especially a partner or loved one); persistently pursue the realization of one’s true interests in another aspect; avoid discussing a conflict issue if it is not very important to you; use a collaborative style to satisfy the most important interests of both parties. Therefore, the best way to resolve a conflict situation is to consciously choose the optimal behavior strategy. II Teaching staff. 2.1. Structure of the teaching staff. As you know, any team, including teachers, is a type of social group. Earlier main feature The collective, which distinguishes it from a diffuse group (a simple accumulation of people), was seen in the fact that it is engaged in socially necessary activities that subordinate the interests of the individual to the interests of society. It was believed: the stronger such subordination, the better. According to some, human relations in a team are also permeated mainly with social motives. Relationships arising from personal needs were treated as of little value or even harmful, indicating their imperfection. Here is one of the typical definitions of a team: “A team is a group of people that is part of society, united by common goals of joint activities, subordinate to the goals of this society.” However, in a real team, relations between the individual and society are built on the basis of harmonization of their interests, and not subordination. And it is precisely such a team that has signs indicating a high quality of implementation of target and socio-psychological management functions: organization, cohesion, self-government and development (improvement), compliance of activities with the interests of both society and the individual. TARGET FUNCTIONS, being basic, give the team a certain structure (by which we mean the relationships that develop between people). It distinguishes two sections: business and socio-psychological. The business structure “serves” the production function, which expresses the needs of society (in school, these are the needs of organizing the educational process). It consists of business interactions that arise during the performance of their official duties by teachers and school leaders. These interactions in the vertical section (between supervisees and managers) are predominantly managerial in nature, and in the horizontal sector (between teachers) they are professional and pedagogical and, to a lesser extent, managerial (when people participate in management). In the business structure, central positions are occupied by managers with administrative powers. The socio-psychological structure consists of connections that are of a psychological nature. They consist of invisible emotional "threads" - likes and dislikes, respect, disrespect and other forms of spiritual connections called interpersonal relationships. In this structure, the positions of team members are also not equal: some enjoy more love and respect, that is, they have a high socio-psychological status, while others have a low status, since they have little sympathy. There are also isolated teachers who are neglected by colleagues and managers. A high socio-psychological status gives a person great moral power - informal authority, which opens up the opportunity to influence other people. Team members who have a predominant influence on the thoughts, feelings and actions of others due to their higher informal authority (an advantageous position in the system of interpersonal relations) are called leaders. The concepts of “informal authority” and “leader” characterize a person’s place in the socio-psychological structure of the team. This structure is subordinated primarily to the social function of management - it serves the needs and interests of teachers. Therefore, those who make the greatest contribution to meeting the needs of their comrades and fight for their interests become authorities and leaders. A team is well managed when its business and socio-psychological structures coincide or are very close. This means: leaders, especially the school director and his deputies, must at the same time be leaders and enjoy the greatest informal authority. If the main leaders in the school are ordinary teachers, this can complicate the activities of leaders. Successful management requires, at a minimum, the support of the administration from leaders. If the administration pulls the team in one direction, and informal leaders in the other, there can be no productive work. Often there are negative leaders in a team who have a negative impact on it. In such cases, the problem of their psychological isolation from others arises by debunking their authority in the teaching staff. The presence of negative leaders usually indicates the immaturity of the team and its moral distress. Since the team performs both production and social functions, its members are assessed not only by business qualities, but also by moral-communicative, cultural-aesthetic and others that are so necessary to satisfy the spiritual needs of the individual: responsiveness, goodwill, mercy and kindness, respect , modesty, sociability, broad general culture, making people interesting and attractive in communication, and other human qualities. Where the teacher is seen only as a worker, there is no real team, just as there is no team where business qualities are not valued. The team is strong due to the personalities included in it. Therefore, their free development, the revelation of all their talents - the most important condition creating a full-fledged team. But freedom does not mean permissiveness. Democracy, responsibility and discipline are indissoluble. Coordinated joint work is based on common standards that are mandatory for all teachers. These norms are established democratically and are based on decisions made by the collective. The point of people's participation in management is precisely that the norms regulating their behavior are developed jointly and express the interests of everyone - both the teachers themselves and society as a whole. In socio-psychological terms important indicator The success of the harmonizing activities of leaders is the perfection of the criteria for teachers to evaluate their colleagues: if they value both business and human qualities in each other, if they promote constructive leaders from among them who help them work and live well, then this means that the teaching staff is managed correctly. 2.2.Director and teacher The relationship between the director and teacher forms the main link in the socio-psychological structure of the teaching staff. In them, the component called authority is especially important. AUTHORITY characterizes a person’s place in the system of interpersonal relationships, his status. It is especially important in the activities of a leader. As our research has shown, directors of schools and vocational schools, who occupy opposite poles in terms of the effectiveness of educational work, differ most in the magnitude of their authority in the teaching staff. In this regard, many researchers believe that the main secrets of success in managing people must be sought in the ability of managers to gain authority in the managed team. The classics of Marxism considered authority to be a prerequisite for the successful organization of joint labor activity. Authority performs two main socio-psychological functions: it helps to rally the team around the leader and strengthens his influence on those being led. As A. S. Makarenko emphasized, “in order for the teaching staff to become responsible, serious educators, there is only one way - uniting them into a team, uniting them around a certain figure, the center of the teaching team - the director.” The problem of authority, which has interested people since ancient times, still remains poorly developed. Various concepts have been put forward to explain its nature. According to some foreign scientists, authority largely depends on the innate properties of a person (Freudianism, sociometry, etc.). According to others, its origins should be sought in group interaction: a person gains authority if he makes a useful contribution to solving a common problem (interactionism). Undoubtedly, the qualities of a person that contribute to the success of the group’s activities constitute an important basis for his authority. But authority is associated not only with the peculiarities of interaction in a small group, but bears the stamp of values ​​and norms inherent in the entire society, class or social stratum. The point of view of researchers who consider authority as a type of value attitude of surrounding people towards an individual is more justified. According to this approach, the status of an individual depends on the degree to which his qualities and behavior correspond to the value orientations, requirements and expectations of group members. Since value orientations reflect not only intragroup interests, but also the interests, norms and values ​​of the entire society, it follows that authority has deep social roots that go far beyond the narrow framework of intragroup needs and values. WITH psychological point From the point of view, authority is the result of fixing positive emotions and evaluations on the subject, expressing the satisfaction of group members. In its developed form, this is a relatively stable attitude towards another person, which is expressed primarily in feelings of trust and respect for him. This is precisely why the attitude towards authority differs from situational experiences of satisfaction with another person. Due to the fact that an authoritative person is a person who corresponds to the value orientations of others, she acquires socio-psychological attractiveness and acts as a core that unites and rallies them around herself. People's expectations are largely determined by their specific social status, and in working conditions - by the position they perform. Therefore, what is valued in a person first of all are the qualities necessary for successful work. But this - general position. The real patterns of the formation of authority do not fit into simple formula- the “share” of various qualities in the formation of a leader’s authority is not always exactly determined by the degree of their official significance. In particular, because each group tends to attach increased importance to those qualities of the leader that are more important for interacting with its members, satisfying its needs and interests. The objective significance of a person’s qualities becomes the basis of his authority to the extent that it is perceived as important and significant by the people around him. In a democratic society, along with business qualities Of great value to team members are the humanistic personality traits of the leader, his ideological and political qualities, and the ability to rely on subordinates. It is thanks to these traits that, first of all, he becomes the leader of the team and gains its authority. In the process of restructuring our society, the role of these qualities in the formation of the authority of a manager will increasingly increase. Finally, it is necessary to emphasize the following point, which is important for understanding the nature of authority. The subjective value of any object is determined not only by its real significance, but also by the degree of scarcity. As already noted, people always value more what is not very widespread and what they lack. When an object fully satisfies the corresponding need, a person seems to stop noticing and appreciating it - emotional adaptation occurs. Deficiency (in the socio-psychological sense) is an indicator of the incomplete correspondence of certain objects or their properties to the needs and requirements of a given social group. The psychological tendency to value, first of all, what is in short supply extends to the sphere of interpersonal relations in the management-subordination system: in a given manager, under all other conditions (with equal job significance), those positive qualities that are less expressed in other managers are more valued and are scarce for them . Therefore, authority primarily arises on the basis of the mechanism of “scarcity”. Among the components of authority, trust plays a particularly important role. It determines the degree of “openness” of a person to the judgments and assessments of another person, readiness to accept them without significant critical evaluation. Trust grows from faith—conviction that another person has certain merits, confidence that he acts competently and correctly and will not let you down. difficult situation, will show sincerity and good will. The function of trust in the communication process is to compensate for those missing in this moment objective evidence to support the truth of another person's words, knowledge and intentions and to ensure sustainable cooperation between them. Trust in a leader is the main condition for his effective influence on those being led. Thus, the example of a person who enjoyed the trust of the masses was the Bolshevik leader Ya. Sverdlov. “Only he,” said V.I. Lenin, “managed to win such a position that... one word from him was enough to indisputably, without any consultations, without any formal voting, the issue was resolved once and for all, and for everyone there was complete confidence that the issue had been resolved on the basis of such practical knowledge and such organizational instinct that not only hundreds and thousands of advanced workers, but also the masses would consider this decision to be final.” Trust significantly restructures interpersonal perception. The actions of a trustworthy person may seem correct even in cases where they are not impeccable from a professional or moral point of view. If his actions allow for different interpretations, under the influence of trust they are perceived only in a favorable light: good intentions are attributed to them, rather positive aspects are noticed in them. Errors and shortcomings of a person invested with trust are often not noticed or seem insignificant and accidental. On the contrary, in the absence of trust, all a person’s words and actions are called into question. His thoughts seem shallow and not worthy of attention, his kindness seems insincere and has a hidden meaning, his advice is perceived as frivolous and incompetent. Every opportunity is used to interpret his actions in a negative light, to devalue them. This often leads to conflicts and the inability to engage in common business. Therefore, an untrustworthy leader is unable to direct the activities of subordinates and cooperate with them. Trust in a leader depends on how reliable he is from a business and moral point of view, on the consistency and systematic manifestation of his professional and human qualities. And what specific qualities most elevate the director in the teaching staff and make his personality authoritative in the eyes of teachers? As already noted, teachers’ respect for the director most of all depends on his moral and communicative qualities, which are most in short supply, and to the least extent on administrative and managerial qualities, which are quite clearly expressed. According to this indicator, professional and business qualities took a position between them. Undoubtedly, demandingness is one of the objectively important qualities. But it is not so closely connected with authority. Why? Because it is in first place among directors in terms of development level. The same can be said about hard work. Of course, managers also approve of the teacher’s moral qualities, his responsiveness, politeness, and respect. But they don't take the lead. The reason for this is that they are not very scarce: when communicating with the director, subordinates are most often correct and helpful. Research results show that the principal's relationship with the teacher is built primarily according to the mechanism of "assistance", then - "boomerang" and "consonance". The external attractiveness of the teacher also matters, although it closes the prestigious row. So, the director loves the teacher, first of all, for his “controllability”: if he listens to comments, shows modesty, recognizes the authority of the leader, does not challenge his instructions, and is unobstinate. Therefore, the independence of the teacher is valued low (second to last place), as is his intervention in management affairs: demanding of colleagues, the ability to openly criticize their shortcomings took only seventeenth and twentieth places out of twenty-two. Therefore, the director’s first requirement for the teacher is to be obedient and submissive, and not “stick your head out.” In third place are conscientiousness and responsibility in work, love for students. Closely related to them is the willingness to do any job well, without expecting reward. Here the mechanism of “assistance” clearly comes to the fore: the director loves the teacher for good work. However, creative initiative is not very welcome to them - it is in tenth place in importance. Love for the teaching profession and teaching skills are rated even lower - in 16th and 18th places, that is, they were lost among outsiders. This means that when it comes to good work, school leaders understand by this, first of all, obedience, conscientiousness in following orders, and readiness to do whatever they say without complaint. Of course, managers also approve of the teacher’s moral qualities, his responsiveness, politeness, and respect. But they don't take the lead. The reason for this is that they are not very scarce: when communicating with the director, subordinates are most often correct and helpful. Research results show that the principal's relationship with the teacher is built primarily according to the mechanism of "assistance", then - "boomerang" and "consonance". The external attractiveness of the teacher also matters, although it closes the prestigious row. Based on these data, one can reproach the director for taking an overly pragmatic approach to teachers, neglecting the creative side of their activities and even their professional competence, on the one hand, and for excessively overestimating the purely performing qualities of his subordinates, on the other. But by and large this is unlikely to be fair. The fact is that under the conditions of a command-administrative and bureaucratic management system, the directors themselves were assessed according to the same criteria. Few of the inspectors delved into the quality of the educational process or paid attention to the creative passion of the teaching staff. On the contrary: bright, bold creativity was often suppressed and put school leaders under attack. Therefore, it is natural that the director looked at the teacher primarily through the eyes of an administrator who cares only about external order and discipline. Only a restructuring of the management style in public education will allow us to get rid of this flaw and enrich the substantive palette of relationships between leaders and teachers. 2.2.1.What do teachers expect from the principal? The effectiveness of interaction between the teaching staff and its leaders depends on the extent to which their personality and behavior correspond to the expectations, interests and value orientations of teachers. Waiting is what it is mental condition, which reflects the probability of the manifestation of a significant property of an object, the occurrence of a certain event. Expectations are born under the influence of life experience. But they are also influenced by propaganda. Thus, by painting the image of a modern leader, the media contribute to the formation of teachers’ ideas about what today’s leaders should and should not be like. Expectation is not only a representation, but also an internal attitude that expresses human needs. When we wait for something, we tune in to the occurrence of a very specific event, the repetition of some familiar experience. This is a “promised” meeting with something. When the likelihood of an encounter is high, the expectation gains confidence and strength. If for some reason what we want does not happen, we experience either disappointment or joy, depending on what was expected - a pleasant or unpleasant event. A school principal who meets or exceeds the good expectations of teachers will undoubtedly have the emotional support of the team, high informal status and chances of success at work. Therefore, he needs to know which qualities and features of his behavior teachers value in him most and which ones less. His ability to predict and consciously regulate his relationships with teachers and find mutual understanding with them depends on this. To clarify these issues, a large group of teaching staff was given a questionnaire that listed 50 qualities that are significant in the work of a leader. The task of the respondents was to rate on a five-point scale the degree of their importance for the school director." In order to obtain comparative data, head teachers, district heads and school directors themselves were also asked to fill out a similar questionnaire: as you know, things are better known by comparison. It was assumed that people performing different social roles and occupying different positions in relation to the director will have unequal expectations regarding his personality and activities. Based on the results of the study, prestigious series of director qualities were compiled, in which each quality has a certain ranking place, ranging from 1 to 5 (depending on the importance attached to it by representatives of a particular social group (teachers, head teachers, etc.) As the data obtained showed, the prestigious series of qualities, compiled according to the responses of various social groups, largely coincide.Thus, the directors themselves, and teachers, and head teachers, and district heads attach paramount importance to such qualities of a school leader as ideological conviction, honesty, fairness, objectivity, hard work, love for children and school, discipline and diligence. All of them were among the most expected qualities (in the top ten of the ranking series). Self-exactingness, self-criticism, tact and politeness, knowledge of pedagogy and psychology, are also highly valued. personal pedagogical skill, the ability to provide teachers with methodological assistance.Orientation towards the director's personal example in work is clearly expressed among all groups of respondents, and especially among teachers. According to them, “personal example, hard work, discipline and self-demandingness are the main things for a director.” The requirement to be an example also applies to most professional and business qualities. “To educate people of the future,” teachers write, “you need to give your heart to children, to love children as A. S. Makarenko, J. Korczak, V. A. Sukhomlinsky loved them.” In written and oral interviews, the great importance of the director’s business competence, his comprehensive knowledge of the pedagogical process and modern problems of pedagogy and psychology, and personal pedagogical skills are also often noted. Almost all respondents attach somewhat less importance to organizational qualities - the exactingness, initiative, ingenuity of the director, his ability to create a creative atmosphere in the team, identify and disseminate best practices, organize interesting life students at school (15-32nd places), clearly formulate their demands, systematically monitor, rally the team, consult with teachers, create a healthy public opinion in the team, solve economic issues, etc. Readers’ attention should be drawn to the fact that respondents (with the exception of teachers) clearly underestimate the importance of some relevant organizational qualities. Thus, they assigned only 25-36th places to the director’s ability to rely on the team (create public opinion, consult with teachers, trust them, notice the positive in them, unforgiving and easy-going attitude, etc.). Meanwhile, these qualities are necessary components of the main feature of the director’s leadership style—collectivism at work. In the third group, the most important qualities were determination and self-confidence, external representativeness, the ability to trust students, cheerfulness and optimism (39th-45th places). It is curious that all respondents ranked wit and humor last. Such a large and friendly disregard for humor, cheerfulness, and wit seems somewhat unexpected in the light of current ideas about the role of these qualities for a leader. External representativeness also took a more honorable place in the prestigious ranks. Apparently, this is explained by the fact that the authoritarian atmosphere prevailing in many schools and the tense teaching everyday life, filled with anxieties and worries, do not really encourage teachers to make jokes, but rather put them in a serious mood. So all groups pedagogical environment correctly understand many of the requirements for the personality of a director. The data obtained indicate the objectivity of the main content of the socio-psychological expectations of these groups from the head of the school and the competence of public opinion in many issues (although not all). Teachers focus primarily on the ideological, moral and communicative qualities of the leader, then on his competence and administrative skills. 2.3. Psychological restructuring of a “difficult” teacher. The teaching staff is heterogeneous in its composition. There are teachers who are extremely conscientious in their work and are constantly focused on creativity. They are often idols for children and achieve high results in their activities. For them there is no problem of psychological restructuring: they keep pace with life or in some ways even get ahead of it. But there are teachers of the opposite type. For one reason or another, they pull school back: in some cases - because of low professional culture; in others - incompatibility, inability to cooperate with colleagues and managers. As the survey showed, such teachers can be found in almost all schools. What are the psychological characteristics of “difficult” teachers? Directors and head teachers usually talk about “difficult” ones like this: this is a teacher “unscrupulous”, “quarrelsome”, “irresponsible”, “arrogant”, “immodest”, “criticism”, “complainer”, “dishonest”, “non-executive”, “ undisciplined”, etc. Answering the question: “What should a “difficult” teacher change first?”, they write: “We must do our work conscientiously, and not try to shift it to others. Always finish the job we start, accept criticism, respect others more”, “Do not engage in gossip, do not be two-faced, greedy, secretive, do not push gullible people on the sly to do provocative actions”, “Do not shout too much during lessons and breaks, be more tactful, modest, do not stick yourself out at every step, don’t be envious,” “Don’t treat the matter formally, but root for it more,” “Don’t be angry, don’t write anonymous letters, complaints, be kinder to people,” etc. When they compared the “average” psychological portrait of the most “difficult” and most pleasant teacher for you, it turned out that they differ most in their ability to correctly perceive criticism, modesty, conscientiousness and hard work, willingness to do any job well (and not just the one for which they are paid), kindness and responsiveness, love for students and school (differences of about 2 points on a five-point scale). The smallest differences were found in the degree of independence in work, erudition and versatility of interests, in the level of teaching skills, demands on colleagues and a creative approach to work. This means that what most often makes a teacher “difficult” or “easy” for a leader is character traits that express attitudes toward people and work, rather than low professional competence. It follows that for school leaders the most important qualities of a teacher are controllability (primarily attitude to critical comments), conscientiousness in work (creativity is not necessary), and goodwill in communication. If these qualities are absent, the teacher usually becomes “difficult.” For a number of years, at the faculty of advanced training for school leaders at the Kazan Pedagogical Institute, taking into account the requests of students, we conducted a seminar on the topic “Ways to restructure the behavior of a “difficult” teacher.” It discussed specific situations from the experience of managers. At the same time, the seminar was used to study the characteristics of a “difficult” teacher and determine possible methods of influencing him depending on the type of “difficulty”. In total, more than three hundred characteristics of “difficult” teachers were collected, and several of the most common types were identified. A “difficult” teacher most often needs re-education, changing relationships with people, changing certain character traits. To rebuild his behavior, it is important to establish emotional contact with him, and then exert the necessary influence through evaluative relationships. As we will see later, when working with “difficult” people, methods aimed at regulating interpersonal relationships are most often used. The first, most common type of “difficult” teacher is NON-CONTACT. He has negative attitudes towards managers, manifested primarily in intolerance to their comments and advice, and aggressive reactions. This is, as a rule, a good teacher, but with hypertrophied self-esteem and vulnerable pride. The method of working with him should be designed to destroy negative attitudes and form interpersonal contact (based on the mechanisms of “response” and “assistance”, etc.). But here we must take into account the following. Under ordinary, normal conditions, it is very difficult for these teachers to make contact - it is almost impossible to “drive up” to them with a kind word or a smile, hoping for reciprocity, since this runs into an emotional barrier: mistrust, hostility. Success usually comes only when the teacher finds himself in an unfavorable situation and is in dire need of support (a situation of “support deficit”). The second type of difficult teacher is the “REBEL”. Most often, the difficulty manifests itself in overly harsh, often groundless criticism of managers. This behavior is caused by dissatisfaction with one's position. The teacher believes that his achievements do not receive due recognition, and that he should play a more active role in the team. The main method of influencing such teachers is to change their role and elevate their personality, satisfying their claims (if they deserve it). It is noteworthy that the “rebels” are especially aggressive towards the new head of the school - an outsider. They often declare real war on him, trying to prevent him from joining the team and establishing himself as a leader. The third type of “difficult” is the UNCONSCIOUS, loose-lipped teacher. The main method of his psychological restructuring is collective condemnation. But it is not always possible to influence an individual through a team. Sometimes there are unscrupulous teachers who are attractive in person and enjoy the emotional support of their colleagues. If you bring the issue of their work to a meeting, you may not receive support from team members. Strong interpersonal ties that reinforce the desire to “not spoil relationships” with fellow workers often deter people from speaking critically. And we have to take this into account. Only the public opinion of the teaching staff that is united on the basis of the interests of a common cause and is accustomed to openness, to the open expression of their thoughts and assessments, operates “flawlessly.” To gain support from the team, managers often have to do a lot of preparatory work. Sometimes it can last for months. At this time, the main efforts are directed at rallying the largest number of teachers around school leaders and at psychologically isolating the “difficult” teacher from his colleagues. Relying on public organizations and vivid convincing examples, it is important to show everyone how much harm an unscrupulous teacher causes to the common cause. At this time, it is undesirable to pay attention to minor shortcomings in the work of other teachers: you cannot fight many at the same time. Criticism usually alienates team members from the leader for some time. People who have themselves recently been condemned will not criticize their comrade at the meeting and will take a position of non-interference. At this time, all efforts should be aimed at isolating the “difficult” and accumulating strength to solve the main task - conducting an effective discussion. Before the decisive meeting, the leader must know exactly who will support him and approximately what part of the team will remain silent. For a cause to be successful, it is not at all necessary that a lot of people come forward. If 4-5 people unanimously express their sincere indignation, it will sound like a collective protest against a negligent employee and will have a fairly strong emotional impact on him. Sometimes, for the psychological restructuring of the teacher, discussion in a team can be supplemented with another method - setting a condition. When the teacher is not very “difficult” or the “difficulty” is associated with his low professional competence, one can effectively use methods of education, individual conversation, designed, rather, for retraining. In this case, success is usually achieved only after long-term individual work. As we see, each type of “difficult” teacher requires school leaders to use specific methods of influence. But the above typology is far from complete. In essence, it is possible to unite teachers into certain groups according to the type of “difficulty”, individual differences remain. Therefore, work with “difficult” people, as well as educational activities in general, can be crowned with success only with a creative approach to the matter. The most important thing is to deeply study and understand the motives of the teacher’s negative actions and, taking them into account, choose a method of influence. Unfortunately, in the overwhelming majority of cases, managers fail to “correct” the behavior of a “difficult” teacher. They are ready to paint dozens of psychological portraits of “difficult” people, but very rarely do they hear stories with a happy ending. As a rule, the story ends with the “difficult” one either surviving from school, or he himself leaving for another team after a grueling struggle. Until now, the problem of a “difficult” teacher was somehow lost among many other problems, and people were even embarrassed to talk about it. Today is the time to speak loudly about its existence and draw the attention of researchers to it. There is a “difficult” teacher. This means we need to prepare managers to work with him. Overall in psychological restructuring For “difficult” workers, the main role is played by the change in their real relationships with the team, with managers. This helps both in establishing psychological contact with them and in restructuring their attitude towards work. Of particular importance is the formation of a friendly, but at the same time critical public opinion in the teaching staff, the creation of an atmosphere of mutual exactingness in it. Without this, it is impossible to carry out a deep moral restructuring of the individual, to change the negative traits of his character (unscrupulousness, irresponsibility, inertia, etc.). There is reason to believe that the re-education of a “difficult” teacher and the breaking of his habits can be carried out energetically, spasmodically, in an “explosion”, and not only through a slow, gradual restructuring of consciousness. III Conflicts in the teaching staff 3.1 Among the many socio-psychological problems associated with improving the activities of work collectives, the problem of regulating interpersonal conflicts occupies a special place. Experience shows that conflicts are most frequent in complex teams that include workers with specific but closely interrelated functions, which creates difficulties in coordinating their actions and relationships in both business and personal contacts. These groups include the teaching staff. Based on the above, we set the following task in this chapter: . Reveal the main factors influencing conflict in the teaching staff. Many scientists have been and are working on this problem. For example, Weissman obtained results according to which conflict depends on the size of the team and increases if these sizes exceed the optimal ones. Golubeva writes that conflict between subordinates and managers is higher when the latter do not directly participate in the main, professional activities of the team they lead, but perform only administrative functions. The concept of “conflict” is closely related to the concept of “compatibility”. Compatibility is a bipolar phenomenon: its degree varies from complete compatibility of group members to their complete incompatibility. The positive pole is found in agreement, in mutual satisfaction, the negative pole more often manifests itself as conflict. Agreement or conflict can be not only a consequence of compatibility or incompatibility, but also their cause: situational manifestations of agreement help to increase compatibility, while the emergence of conflicts helps to reduce it. Conflict is, first of all, a form of expression of situational incompatibility, which has the character of an interpersonal clash that arises as a result of one of the subjects committing actions that are unacceptable for another person, causing resentment, hostility, protest, and reluctance to communicate with this subject on his part. Interpersonal conflict is most clearly manifested in the disruption of normal communication or its complete cessation. If communication does take place, it is often destructive in nature, contributing to the further separation of people and increasing their incompatibility. But a single, non-repeating conflict only indicates the situational incompatibility of individuals. These types of conflicts, when resolved positively, can lead to increased compatibility within the group. The most compelling and typical basis for conflict is the violation of established norms of labor cooperation and communication by one of the group members. Therefore, the clearer the norms of cooperation (recorded in official documents, in the requirements of managers, in public opinion, customs and traditions), the less conditions for the emergence of disputes and conflicts among participants general activities. In the absence of clear norms, such activities inevitably become conflict-prone. In general, an increase in the degree of generality of activities and the complication of interaction between its participants lead to increased requirements for the level of their compatibility. When interactions become very complex, the likelihood of inconsistencies and misunderstandings seems to increase. The latter can be excluded only if there is a high degree of compatibility among group members. But common activity also has the ability to form anti-conflict mechanisms: it contributes to the development of uniform norms and requirements, the ability to coordinate one’s actions with the actions of others. Apparently, as the overall activity becomes more complex, there is often only a temporary increase in the degree of conflict among group members. It follows that conflict in certain cases can act as an indicator of the process positive development groups, the formation of a single group opinion, common demands in open struggle. The concept of conflict should be distinguished from the concept of conflict. By conflict we understand the frequency (intensity) of conflicts observed in a given individual or in a given group. Based on the foregoing, we can conclude that the factors influencing conflict are, in general, the same as the factors that determine the compatibility and incompatibility of people. What are these factors? We can distinguish two main groups of factors influencing compatibility in a team - objective characteristics of collective activity and psychological characteristics of its members. Objective characteristics of activity are expressed primarily in its content and methods of organization. Depending on the sphere of manifestation, the psychological characteristics of workers that influence their conflict potential can be divided into functional and moral-communicative. The first of them reflect the requirements in professional activity, the second - in interpersonal communication. Moral and communicative factors should have the greatest influence on conflict at the intragroup level: Teachers work relatively independently of each other and at the same time are closely related to each other in terms of interpersonal communication . As for functional factors, they apparently play a decisive role in the emergence of conflicts between managers and subordinates. 3.2 Causes of conflicts: . Violation of labor cooperation by one of the team members. . Most conflicts are related to violations of the norms of business interaction, i.e. due to functional reasons: dishonesty, lack of discipline. . If the norms of cooperation are clearly fixed, then there are fewer conditions for its emergence. The possibility of conflicts is reduced when a leader knows how to properly perceive criticism. It also decreases with the simplicity and modesty of the leader’s communication with subordinates, the ability to convince people, consult with subordinates, and listen to their opinions; if the requirements made by the manager to the subordinates are justified, there is clarity and consistency, and the manager’s ability to organize the work activities of the subordinates. To prevent intragroup interpersonal conflict among teachers it is necessary: ​​. The ability to take into account each other's interests. . Accept criticism from your colleagues. . Show politeness, tact, and respect towards each other. . Discipline at work. To reduce conflicts with subordinates, a manager must: 1. Objectively evaluate the work of his subordinates. 2. Show care towards them. 3. Do not abuse official power. 4. Effectively use the method of persuasion. 5. Improve the style of your organization. Emotional well-being in a team is determined by the leadership style of this team on the part of the administration. 3.3 Ways to resolve conflicts: 1. Before reacting to the action of another person, it is necessary to find out why this person acted this way and not otherwise. 2. Encourage the parties to the conflict to establish direct contact with each other, to openly discuss the conflict situation. 3. Create conditions for people in conflict to work so that they do not have contact with each other for a long time. 4. Inform all teachers when distributing bonuses and salary increases (social justice and transparency). 5. Managers must improve the style of organizational work with subordinates. 6. Do not abuse official power. 7. Prevent and eliminate interpersonal conflicts. 3.4 Principals come into conflict with their head teachers most often: 1. Because of discrepancies in assessing the performance of teachers, when it seems to them that the head teacher is biased towards teachers, undeservedly praises some and deliberately criticizes others. 2. The head teacher contrasts his position with the director’s opinion. 3. The deputy exceeds his powers. 4. Lack of diligence. 5. Tactfulness and demandingness towards teachers. 6. Directors react more painfully when head teachers publicly express their disagreement with the assessment they give to the activities of team members. 7. Head teachers most often come into conflict with the director because of his tactlessness shown in front of teachers and his unwillingness to support their demands and decisions. 8. Sometimes the relationship between directors and head teachers becomes more complicated due to nepotism in work: for example, when the wife-director begins to manage her husband-head teacher. 3.5 Difficulties in managing the teaching staff. By difficulty we understand the tension that subjects of activity experience when solving a certain task. The most difficult to solve are socio-psychological problems. What is most difficult for school directors is: . Ensuring clear discipline and organization in the work of teachers. . Solving the problems of forming public opinion in the teaching staff. . Teachers' critical attitude towards each other's shortcomings. . Fostering in them the need to work creatively, constantly improving their skills. . Lesson analysis. . Exercising control and disclosure creativity teachers. . Stimulating their work activity. . Team building. . Regulating relationships within it. . Organization by the director of his own activities, distribution of time in such a way as to make time for self-education and rest. IV PRACTICAL PART 4.1. Goals, objectives, object of research. My research work is aimed at identifying the relationship between the psychological climate and conflicts in the teaching staff. By psychological climate we mean the relatively stable psychological states of the teaching staff that are significant for the activities of its members. The climate can be favorable or unfavorable, have a good or bad effect on a person’s well-being. This means that when talking about climate, they have an ecological characteristic of the psychology of the collective, which constitutes the living conditions of the individual. Of course, the concept of “climate” is very capacious. It covers not only the psychology of the team, but also all other conditions that influence the human condition, including the peculiarities of the organization of work, material conditions, etc. For example, the creative climate is the entire set of factors in the intra-school situation that influence the teacher’s professional and creative well-being and his professional growth. Among them, an important place is occupied by psychological components: people’s mood, their relationships, cohesion. They form the basis of the psychological climate. Based on all of the above, it can be argued that the psychological climate of the team is an integral part of conflict situations. He plays a crucial role in its further development and resolution. After all, if there is a favorable psychological climate in the teaching staff, then the conflict is more likely to be resolved in a positive way, and if it is unfavorable, then in a negative way. The main goal of the study is, as mentioned earlier, the impact of conflicts on the teaching staff. During the work, the following tasks were set: Conduct a study to identify the psychological climate in the teaching staff. Carry out the methods. Determine whether this team is in conflict or not. The object of the study is the teaching staff, represented by teachers aged from 25 to 45. The sample is 25 people. Of these, 20 are women and 5 are men. By doing empirical research used the following methodology: Methodology for studying the attitude of educators and teachers to colleagues The study of relationships and communication in the “teacher-colleague” system was carried out using Fiedler’s technique. We assessed the psychological atmosphere in the team using a questionnaire scale proposed by F. Fiedler. The teachers were given the following instructions: “Below are pairs of words that are opposite in meaning, with which you can describe the atmosphere in any group. The closer to the right or left word in each pair you place the “X” sign, the more pronounced this sign is in your teaching team 1. Friendliness:_:_:_:_:_:_:_:_: Hostility 2. Agreement: :_:_:_:_:_:_:_:_ Disagreement 3. Satisfaction:_: : _:_:_:_:_:_: Dissatisfaction 4. Passion:_:_:_:_:_:_:_:_: Indifference 5. Productivity:_:_:_:_:_:_: _:_: Unproductive 6. Warmth:_:_:_:_:_:_:_:_: Coldness 7. Cooperation:_:_:_:_:_:_:_:_: Lack of cooperation 8. Mutual support:_:_:_:_:_:_:_:_: Unkindness 9. Entertaining:_:_:_:_:_:_:_:_: Boredom 10. Success:_:_:_ :_:_:_:_:_: Failure All teachers who took part in the study were assigned to two levels of assessment of the socio-psychological climate: Educators and teachers of the first level assess the psychological climate in the team as favorable (the final indicator ranges from 10 to 35 points), and teachers assigned to the second level are considered unfavorable (the final score ranges from 36 to 80 points). Ideas about the cohesion of a team make it possible to understand the extent to which the values ​​of its members, their aspirations and ideas about ways to achieve common goals and specific tasks coincide. This is, to a certain extent, the answer to the question of how attractive the team is for each of the teachers. Most often, cohesion is associated with the nature (favourability) of interpersonal relationships, the absence of isolated, rejected group members. This is one of the most important factors influencing their productivity and their well-being in the team, satisfaction with their contacts with comrades and management. 4.2. Results and conclusions of the study. Based on the data obtained, the psychological climate in the teaching staff on which this study was conducted can be interpreted as unfavorable, since the average score according to the method is 50 points. Consequently, in this teaching team there are more negative qualities such as hostility, disagreement, dissatisfaction, indifference, unproductiveness, coldness, lack of cooperation, ill will, boredom, ill will. Conclusion: Based on the work done and the data obtained as a result of the study, it can be argued that a rather difficult situation has developed in this teaching staff. Here the values ​​of its members, their aspirations and ideas about ways to achieve common goals and specific tasks do not coincide. As a result, destructive conflicts arise, that is, conflicts leading to the disintegration of team cohesion and interpersonal hostility, which will naturally affect their professional activities. To improve the situation in this team, professional intervention is simply necessary. Urgent intervention from the director of this educational institution is also necessary (in the theoretical part, we have already considered how the director can influence such a situation). CONCLUSION This work is devoted to conflicts in teaching teams. This problem is one of the most fundamental in the modern education system today. But at the same time, it is underdeveloped. The question is: “WHY?...”. After all, a favorable resolution of the conflict depends on a favorable psychological climate, which, in turn, determines the quality of education for OUR children. Unfortunately, at present these problems are not yet recognized by everyone. Thus, according to one study, only 2.5% of school principals are trying to master the ideas of cooperation pedagogy, only 2.3% of them are interested in issues of self-government. But the director plays the most important role in the cohesion of the teaching staff... Also underdeveloped is the problem of adaptation of young specialists in the teaching staff. After all, young teachers simply need to know how to behave in a new team, since the members of the new team will also be wary of the “newcomer”. I hope that in the near future this problem will receive the widest possible analysis, since without knowing what to do in a conflict situation, you can make irreparable mistakes. LITERATURE 1. O.V. Allahverdova, V.I. Viktorov, M.V. Ivanov, E.N. Ivanov, A.S. Karmin, A.V. Lipnitsky - “Conflictology” St. Petersburg 2000 2. N.F. Vishnyakov “Conflictology” Minsk 2000 3. N.P. Anikeev “To the teacher about the psychological climate in the team” Moscow 1983. 4. R.H. Shakurov “School director and microclimate of the teaching staff” Moscow 1979. 5. R.H. Shakurov, B.S. Alishev “Causes of conflicts in teaching teams and ways to overcome them” - Questions of Psychology No. 6 Moscow 1986. 6. S.S. Kharin, A.N. Bashlakova, N.Yu. Klyshevich “Diagnostics and correction of communicative activities of teachers” Minsk 1996. 7. N.I. Khodor “Lectures on educational psychology” 8. “Frustration, conflict, defense” - Questions of Psychology No. 6 1991. 9. R.H. Shakurov “Socially - psychological foundations management: manager and teaching staff" Moscow 1990.

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COURSE WORK

CONFLICTS IN THE TEACHING STAFF AND WAYS TO RESOLUTE THEM

Introduction

Conclusion

Bibliography

Introduction

In moments of social cataclysms, we all note an increase in bitterness, envy, and intolerance towards each other. This is due to the disappearance as a result of the so-called restructuring of the system of prohibitions, education, strict adherence to laws, which leads to the manifestation of base instincts and (what Dostoevsky was afraid of) - to permissiveness and aggressiveness.

Aggressiveness is an obstacle to the formation of relationships, morality, and social activities of people. Administrative measures cannot solve this problem.

Now, more than ever, it is important from childhood to instill in children an attentive attitude towards others, to prepare them for a friendly attitude towards people, and to teach them to cooperate.

To do this, the teacher must master the skills of preventing and resolving conflict situations, since the problem of interaction between participants in the pedagogical process is becoming increasingly acute for modern schools.

Numerous publications about the problems of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to get to know him inner world, hence the conflicts between teachers and students, school and family. This primarily reveals not so much the reluctance of teachers as their inability and helplessness in resolving many conflicts.

In this work, an attempt is made to consider the main types of pedagogical conflicts and possible ways to resolve them.

1. Definition of conflict, content, types and methods of occurrence

In order to skillfully use conflict in the pedagogical process, it is necessary, naturally, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using conflict to a person who has only an everyday understanding of the conflict process.

Conflict- form social interaction between two or more subjects (subjects can be represented by an individual/group/oneself - in case of internal conflict), arising due to a divergence of desires, interests, values ​​or perceptions.

Stated differently, conflict is a situation where two or more entities interact in such a way that a step forward in satisfying the interests, perceptions, values ​​or desires of one of them means a step back for the other or others.

We are considering a pedagogical conflict, that is, a conflict whose subjects are the participants in the pedagogical process.

Typological division of conflicts:

- "authentic" - when a conflict of interests exists objectively, is recognized by the participants and does not depend on any easily changing factor;

- "random or conditional"- when conflicting relationships arise due to random, easily changeable circumstances, which are not realized by their participants. Such relationships can be terminated if real alternatives are realized;

- "displaced" - when the perceived causes of the conflict are only indirectly related to the objective reasons underlying it. Such a conflict may be an expression of true conflict relations, but in some symbolic form;

- "misattributed" - when conflict relations are attributed to parties other than those between whom the actual conflict is playing out. This is done either intentionally with the aim of provoking a clash in the enemy group, thereby “obscuring” the conflict between its true participants, or unintentionally, due to the lack of truly true information about the existing conflict;

- "hidden" - when conflict relations, due to objective reasons, should take place, but are not actualized;

- "false" - a conflict that has no objective basis and arises as a result of false ideas or misunderstandings.

It is necessary to distinguish between the concepts of “conflict” and “conflict situation”; the difference between them is very significant.

Conflict situation- such a combination of human interests that creates the ground for real confrontation between social actors. The main feature is the emergence of a subject of conflict, but so far the absence of open active struggle.

That is, in the process of development of a conflict, a conflict situation always precedes the conflict and is its basis.

There are four types of conflicts:

- intrapersonal, reflecting the struggle of approximately equal in strength motives, drives, and interests of the individual;

- interpersonal, characterized by the fact that actors strive to realize mutually exclusive goals in their life activities;

- intergroup, characterized in that the conflicting parties are social groups pursuing incompatible goals and preventing each other from achieving them;

- personal-group-occurs when an individual’s behavior does not conform to group norms and expectations.

To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where Special attention paid to their motives, value orientations, distinctive features and behavior patterns. Finally, the content of the incident is analyzed.

There are signals that warn of conflict. Among them:

· a crisis(during a crisis, usual norms of behavior lose their force, and a person becomes capable of extremes - in his imagination, sometimes in reality);

· misunderstanding(caused by the fact that some situation is associated with the emotional tension of one of the participants, which leads to a distortion of perception);

· incidents(some little thing may cause temporary excitement or irritation, but this passes very quickly);

· voltage(a condition that distorts the perception of another person and his actions, feelings change for the worse, relationships become a source of continuous anxiety, very often any misunderstanding can develop into a conflict);

· discomfort(an intuitive feeling of excitement, fear that is difficult to express in words).

It is pedagogically important to monitor signals indicating the emergence of a conflict.

In practice, a social educator is more interested not so much in eliminating an incident as in analyzing a conflict situation. After all, an incident can be suppressed through “pressure,” while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

Conflict is looked at today as a very significant phenomenon in pedagogy, which cannot be ignored and which should be given special attention. Neither a team nor an individual can develop without conflict; the presence of conflicts is an indicator of normal development.

Considering conflict to be an effective means of educational influence on an individual, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon indicating failures in their educational work. Most teachers still have a wary attitude towards the very word “conflict”; in their minds, this concept is associated with the deterioration of relationships, violation of discipline, and a phenomenon harmful to the educational process. They strive to avoid conflicts by any means, and if they exist, they try to extinguish the external manifestation of them.

Most scientists believe that conflict is an acute situation that arises as a result of a clash between an individual’s relationships and generally accepted norms. Others define conflict as a situation of interaction between people either pursuing mutually exclusive or simultaneously unattainable goals for both conflicting parties, or seeking to realize in their relationships incompatible values ​​and norms, such a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students , as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation where the subject is unable to realize the internal needs of his life (motives, aspirations, values, etc.); How internal struggle generating external, objectively given contradictions, as a state that gives rise to displeasure the whole system motives, as a contradiction between needs and possibilities for their satisfaction.

Based on the foregoing, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very presence of conflicts was perceived as a negative phenomenon, interfering with the normal functioning of the pedagogical system and causing its structural disturbances.

It has been established that contradictions that arise among adolescents do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether a contradiction will grow into a conflict or find its resolution in discussions and disputes. Successful resolution of a conflict sometimes depends on the position that the teacher takes in relation to it (authoritarian, neutral, avoidance of conflicts, expedient intervention in the conflict). Managing a conflict, predicting its development and being able to resolve it is a kind of “safety technique” for teaching activities.

There are two approaches to preparing for conflict resolution:

Study of existing advanced pedagogical experience;

The second is mastering knowledge of the patterns of development of conflicts and ways of preventing and overcoming them; (the path is more labor-intensive, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).

V.M. Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:

· position of neutrality - the teacher tries not to notice and not to interfere in the clashes that arise among students;

· conflict avoidance position - the teacher is convinced that conflict is an indicator of his failures in educational work with children and arises due to ignorance of how to get out of the current situation;

· position of expedient intervention in the conflict - teacher, based on good knowledge team of pupils, relevant knowledge and skills, analyzes the causes of the conflict, makes a decision either to suppress it or to give it the opportunity to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control and manage the conflict.

However, teachers often lack the culture and technique of interacting with students, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve a conflict, but also to understand its causes. To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way to reconcile the parties. It helps to show teenagers the inappropriateness of some of the forms they use to resolve conflict (fighting, name-calling, intimidation, etc.). At the same time, teachers, using this method, allow typical mistake, focusing only on the logic of their evidence, without taking into account the views and opinions of the teenager himself. Neither logic nor emotionality achieves the goal if the teacher ignores the views and experiences of the student.

Theoretical analysis psychological and pedagogical conflictology leads to the following preliminary conclusions:

The basis of a conflict is often an understandable contradiction, and the conflict itself can be constructive or destructive;

Most teachers remain wary of conflicts among students;

Conflicts should not be “feared” because they are natural;

Conflicts among adolescents, due to their age characteristics, are a common and common phenomenon;

High emotional intensity in communication often leads to conflict;

The cause of the conflict can be the assertion of one’s “I”;

Intrapersonal conflict can cause interpersonal conflict;

It is advisable for teachers to intervene in the conflict not so much in order to eliminate it, but to help the teenager get to know himself, his friend, his educational team;

Before intervening in a conflict, it is necessary to know the reasons for its occurrence, otherwise the intervention may acquire a pedagogically negative character;

A conflict situation and conflict, with skillful use of management mechanisms, can become effective means educational influence;

A social educator needs deep specialized knowledge to successfully manage conflicts among adolescents.

Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include those that exist more or less independently of the pedagogical process, and that create the potential for conflict. Subjective conditions include the level of education and development of children, awareness of the degree of conflict in the situation by its participants, and their moral and value orientations.

According to their direction, conflicts are divided into the following types:

*socio-pedagogical - they manifest themselves both in relationships between groups and with individuals. This group is based on conflicts - violations in the area of ​​relationships. The reasons for the relationship may be the following: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or simultaneously in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for attention, the support of others;

*psychological and pedagogical conflicts - they are based on contradictions that arise in the educational process in conditions of a lack of harmonization of the relationships that develop in it;

*social conflict - situational conflicts from case to case;

psychological conflict - occurs outside of communication with people, occurs within the individual.

Conflicts are classified according to the degree of their reaction to what is happening:

Fast-flowing conflicts are highly emotional, extreme manifestations negative attitude of those in conflict. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits and mental health of the individual;

Acute long-term conflicts arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

Weak, sluggish conflicts are typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict.

Weakly expressed, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear that seem to proceed mildly, then the prognosis may be unfavorable.

Conflict pedagogical situations are distinguished by time: permanent and temporary (discrete, one-time); according to the content of joint activities: educational, organizational, labor, interpersonal, etc.; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of discrepancies in the opinions and actions of team members when solving problems of a business nature, and the latter - on the basis of contradictions in personal interests. Personal conflicts may concern people’s perception and assessment of each other, real or perceived injustice in the assessment of their actions, work results, etc.

Most conflicts are subjective in nature and are based on one of the following psychological reasons:

* insufficient knowledge of a person;

*misunderstanding of his intentions;

*misconception of what he really thinks;

*erroneous interpretation of the motives for committed actions;

*inaccurate assessment of a given person’s relationship to another.

From a psychological point of view, the occurrence of any of these reasons, any combination of them, leads in practice to a humiliation of a person’s dignity, generates on his part a fair reaction in the form of resentment, which causes the same reaction from the offender, while neither one nor the other person is able understand and realize the reasons for mutually hostile behavior.

All subjective factors influencing the conflict can be: characterological and situational. The first includes stable personality traits, the second includes overwork, dissatisfaction, bad mood, and a feeling of uselessness.

In conflict situations, their participants resort to various forms of defensive behavior:

- aggression(manifests itself in “vertical” conflicts, i.e. between a student and a teacher, between a teacher and the school administration, etc.; it can be directed at other people and at oneself, often taking the form of self-humiliation, self-accusation);

- projection(the reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows them to cope with excessive internal tension);

- fantasy(what cannot be accomplished in reality begins to be achieved in dreams; achieving the desired goal occurs in the imagination);

- regression(the goal is replaced; the level of aspirations decreases; while the motives of behavior remain the same);

- target replacement(psychological stress is directed to other areas of activity);

- avoiding an unpleasant situation(a person unconsciously avoids situations in which he failed or was unable to complete the intended tasks).

There are a number of stages in the dynamics of conflict development:

1. Presumptive stage- is associated with the emergence of conditions under which a conflict of interests may arise. These conditions include: a) a long-term conflict-free state of a collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later a desire arises to look for those responsible; everyone considers himself to be on the right side, wronged unfairly, which gives rise to conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) information-sensory hunger, lack of vital information, long-term absence of bright, strong impressions; at the heart of all this is the emotional oversaturation of everyday life. Absence necessary information on a broad social scale, it provokes the emergence of rumors, speculation, and generates anxiety (among teenagers - a passion for rock music, like drugs); d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group no one feels deprived, a “second-class person”; e) style of organizing life and managing a team. conflict psychological pedagogical

2. Stage of conflict initiation- clash of interests of different groups or individuals. It is possible in three main forms: a) a fundamental clash, when the satisfaction of some can be definitely realized only by infringing on the interests of others; b) a clash of interests that affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) the idea of ​​a conflict of interests arises, but this is an imaginary, apparent conflict that does not affect the interests of people, members of the team.

3. Stage of conflict maturation- a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious readiness to act in one way or another in order to remove the sources of the uncomfortable state. A state of psychological tension encourages an “attack” or a “retreat” from the source of unpleasant experiences. People around you can guess about a ripening conflict faster than its participants; they have more independent observations, judgments freer from subjective assessments. The psychological atmosphere of a team or group can also indicate the maturation of a conflict.

4. Conflict Awareness Stage- the conflicting parties begin to realize, and not just feel, a conflict of interests. A number of options are possible here: a) both participants come to the conclusion that the conflicting relationship is inappropriate and are ready to abandon mutual claims; b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to give in; another participant goes to further aggravation; considers the other party’s compliance as weakness; c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.

Objective content of a conflict situation.

1. Participants in the conflict. In any conflict, the main actors are people. They can act in a conflict as private individuals (for example, in a family conflict), as officials (vertical conflict) or as legal entities(representatives of institutions or organizations). In addition, they can form various groups and social groups.

The degree of participation in the conflict can be different: from direct opposition to indirect influence on the course of the conflict. Based on this, the following are identified: the main participants in the conflict; support groups; other participants.

The main participants in the conflict. They are often called parties or opposing forces. These are those subjects of the conflict who directly carry out active (offensive or defensive) actions against each other. The warring parties are the key link in any conflict. When one of the parties leaves the conflict, it ends. If in an interpersonal conflict one of the participants is replaced by a new one, then the conflict changes and a new conflict begins.

2. Subject of the conflict . It reflects the conflict of interests and goals of the parties. The struggle that occurs in a conflict reflects the desire of the parties to resolve this contradiction, usually in their favor. During the course of a conflict, the struggle may escalate and subside. To the same extent, the contradiction subsides and intensifies.

The subject of the conflict is the contradiction because of which and for the sake of the resolution of which the parties enter into confrontation.

3. Object of conflict . The object is located deeper and is the core of the problem, the central link in the conflict situation. Therefore, sometimes it is considered as a reason, a reason for conflict. The object of the conflict can be a material (resource), social (power) or spiritual (idea, norm, principle) value, which both opponents strive to possess or use. To become the object of a conflict, an element of the material, social or spiritual sphere must be at the intersection of personal, group, public or state interests of subjects who seek control over it. The condition for conflict is the claim of at least one of the parties to the indivisibility of the object, the desire to consider it indivisible, to fully own it. To resolve a conflict constructively, it is necessary to change not only its objective components, but also its subjective ones.

4. Micro and macro environment. When analyzing a conflict, it is necessary to highlight such an element as the conditions in which the participants in the conflict find themselves and act, that is, the micro- and macroenvironment in which the conflict arose.

Important psychological components of a conflict situation are the aspirations of the parties, strategies and tactics of their behavior, as well as their perception of the conflict situation, i.e. information models conflicts that each party has and in accordance with which the participants organize their behavior in the conflict.

1.2 Conflicts in the context of educational activities

The school is characterized by various kinds conflicts. Pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.

Conflicts between students at school

In the field public education It is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents - administrator; administrator - administrator.

The most common leadership conflicts among students reflect the struggle of two or three leaders and their groups for primacy in the class. In middle school, a group of boys and a group of girls often conflict. A conflict between three or four teenagers and a whole class may arise, or a conflict between one student and the class may break out.

The personality of the teacher has a great influence on the conflict behavior of schoolchildren . Its impact can manifest itself in various aspects.

First, the teacher’s style of interaction with other students serves as an example for reproduction in relationships with peers. Research shows that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of students' interpersonal relationships with classmates and parents. Personal communication style and pedagogical “cooperation” tactic ” determine the most conflict-free relationships between children and each other. However, a small number of primary school teachers master this style. Primary school teachers with a pronounced functional communication style adhere to one of the tactics (“dictation” or “tutelage”) that increase the tension of interpersonal relationships in the classroom. A large number of conflicts characterize relationships in the classes of “authoritarian” teachers and in high school age.

Secondly, the teacher is obliged to intervene in student conflicts , regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or it may simply be good advice. Positive influence involves those in conflict in joint activities, participation in resolving the conflict of other students, especially class leaders, etc.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is common integral part reality. According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:

activities arising from the student’s academic performance and his/her performance of extracurricular tasks;

behavior (actions) arising from a student’s violation of rules of conduct at school and outside of it;

relationships that arise in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts arise between a teacher and a student and manifest themselves in the student’s refusal to complete an educational task or poor performance of it. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited to academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable people to leave school. independent students, and for the rest, motivation to study in general decreases.

Conflicts of behavior in any mistake a teacher makes when resolving a conflict gives rise to new problems and conflicts that involve other students; Conflict in teaching activities is easier to prevent than to successfully resolve.

It is important that the teacher knows how to correctly determine your position in the conflict, since if the class collective is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the offender or takes an ambivalent position, this leads to negative consequences(for example, conflicts may become permanent).

Relationship conflicts often arise as a result of inept resolution by the teacher problem situations and are usually long-lasting. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

Features of pedagogical conflicts

Among them are the following:

The teacher is responsible for pedagogically correct resolution of problem situations: after all, school is a model of society where students learn the norms of relationships between people;

Participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;

The difference in the life experiences of the participants gives rise to varying degrees responsibility for errors in conflict resolution;

Different understandings of events and their causes (the conflict “through the eyes of the teacher” and “through the eyes of the student” is seen differently), so it is not always easy for the teacher to understand the depth of the child’s experiences, and for the student to cope with emotions and subordinate them to reason;

The presence of other students turns them from witnesses into participants, and the conflict acquires an educational meaning for them as well; The teacher always has to remember this;

The teacher’s professional position in a conflict obliges him to take the initiative in resolving it and be able to put the interests of the student as an emerging personality first;

By controlling your emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;

Do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me,” but “I feel deceived”);

Do not insult the student (there are words that, when uttered, cause such damage to the relationship that all subsequent “compensatory” actions cannot correct them);

Try not to kick the student out of class;

If possible, do not contact the administration;

Do not respond to aggression with aggression, do not affect his personality,

evaluate only his specific actions;

Give yourself and your child the right to make mistakes, not forgetting that “only those who do nothing make no mistakes”;

Regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your affection for the student);

Do not be afraid of conflicts with students, but take the initiative to resolve them constructively.

2. Specifics of resolving pedagogical conflicts

There are few problems between people or groups of people that can be solved in an instant.

Successful conflict resolution therefore typically involves a cycle consisting of identifying a problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict must be identified before policies can be developed to resolve it.

First of all, we need to find out what happened. What is the problem? At this stage, it is important to lay out the facts so that everyone agrees on the definition of the problem. Feelings and values ​​must be clearly separated from facts. And the leader must present an ideal solution from his side of the facts.

Then we ask all stakeholders: how do they feel and what would they like to see as an ideal solution? Several options are possible.

Once the conflict has been analyzed, we can begin to work together in a collaborative spirit to find steps to bring everyone to reconciliation.

Conflicts are destructive and constructive. Destructive - when it does not concern important work issues, divides the team into groups, etc.

Constructive conflict- when an acute problem is revealed, it leads to a collision with a real problem and ways to solve it, helps to improve. (You can compare: truth is born in a dispute.)

When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor

Along with business conflict situations “teacher-student”, there are often contradictions of a personal nature.

As a rule, they arise due to the teenager’s sense of adulthood and the desire to recognize himself as such, and on the other hand, the teacher’s lack of grounds for recognizing him as his equal. And if the teacher’s tactics are incorrect, it can lead to stable personal mutual hostility and even enmity.

Finding himself in a conflict situation, a teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, resolution of a conflict situation is achieved by establishing mutual understanding between people, eliminating omissions and inconsistencies. However, the problem of understanding another person is quite complex.

Experienced teachers know what to say (selection of content in a dialogue), how to say it (emotional accompaniment of the conversation), when to say it in order to achieve the goal of the speech addressed to the child (time and place), with whom to say it and why to say it (confidence in the result).

In communication between a teacher and students, not only the content of speech, but also its tone, intonation, and facial expressions are of great importance. If, when communicating with adults, intonation can carry up to 40% of the information, then in the process of communicating with a child, the impact of intonation increases significantly. It is fundamentally important to be able to listen and hear the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect smooth and coherent speech from the student, which is why adults often interrupt him, making it even more difficult to speak (“Okay, everything is clear, go!”). Secondly, teachers often do not have time to listen to the student, although he has a need to talk, and when the teacher needs to find out something, the student has already lost interest in the conversation.

The actual conflict between teacher and student can be analyzed at three levels:

*from the point of view of objective features of the organization of the educational process at school;

*from the point of view of the socio-psychological characteristics of the class, teaching staff, specific interpersonal relationships between teacher and student;

*from the point of view of age, gender, individual psychological characteristics of its participants.

A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of everything educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process towards each other, in the readiness for constructive behavior in future conflicts.

The real mechanism for establishing normal relationships is seen in reducing the number and intensity of conflicts by transferring them into a pedagogical situation, when interaction in the pedagogical process is not disrupted, although such work is associated with certain difficulties for the teacher.

In social psychology and pedagogy, five types of relationships are identified:

diktat relationship - strict discipline, clear requirements for order and knowledge in official business communication;

relations of neutrality - free communication with students on an intellectual and cognitive level, the teacher’s passion for his subject, erudition;

guardianship relationship - caring to the point of obsession, fear of any independence, constant contact with parents;

confrontational relationship - hidden hostility towards students, constant dissatisfaction with work on the subject; a dismissive business tone in communication;

cooperative relationship - participation in all matters, interest in each other, optimism and mutual trust in communication.

Talking to a child is much more difficult than talking to an adult; To do this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to a word addressed to him, his sensitivity to falsehood in communication with adults. The teacher’s word acquires a convincing power of influence only if he knows the student well, has shown attention to him, and has helped him in some way, i.e. established appropriate relationships with him through joint activities. Meanwhile, novice teachers tend to believe that their word in itself should lead the child to obedience and acceptance of their demands and guidelines.

For acceptance the right decision The teacher often lacks time and information; he sees the fact that the course of the lesson is being disrupted, but it is difficult for him to understand what caused it, what preceded it, which leads to an incorrect interpretation of actions. Teenagers, as a rule, are more informed about the reasons for what is happening, they usually remain silent about it, and when they try to explain to the teacher, to clarify, he often stops them (“I’ll figure it out myself”). It is difficult for a teacher to accept new information that contradicts his existing stereotypes, to change his attitude towards what happened and his position.

Objective reasons for the occurrence of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible test; d) quarrel at recess, teacher’s mood; e) his ability or inability to organize work in the lesson; f) health status and personal qualities.

Conflict often arises from the teacher’s desire to assert his pedagogical position, as well as from the student’s protest against unfair punishment, an incorrect assessment of his activities or actions. By correctly responding to the teenager’s behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.

Conflict situations in lessons, especially in teenage classes, are considered by most to be typical and natural. To resolve them, the teacher must be able to organize the collective educational activities of teenage students, strengthening the business relationship between them; it comes to conflict, as a rule, with a student who is performing poorly or has “difficult” behavior. You cannot punish behavior with bad grades in a subject - this leads to a protracted personal conflict with the teacher. In order for a conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient information basis for making a psychologically based decision in the conditions of the situation that has arisen. A hasty reaction from a teacher, as a rule, causes an impulsive response from the student, leading to an exchange of “verbal blows,” and the situation becomes conflictual.

Psychological analysis is also used to shift attention from indignation at the student’s actions to his personality and its manifestation in activities, actions, and relationships.

Forecasting responses and actions of students in conflict situations can provide significant assistance to a social educator. This was pointed out by many teacher-researchers (B.S. Gershunsky, V.I. Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F. Spirin, etc.). So, M.M. Potashnik recommends either being forced to try on, adapt to the situation, or consciously and purposefully influence it, i.e. create something new.

MM. Rybakova suggests taking into account students’ responses in conflict situations as follows:

*description of the situation, conflict, action (participants, reason and place of occurrence, activities of participants, etc.);

*age and individual characteristics of participants in a conflict situation;

*situation through the eyes of the student and teacher;

*personal position of the teacher in the situation that has arisen, the real goals of the teacher when interacting with the student;

*new information about the students in the situation;

*options for repayment, warning and resolution of the situation, adjustment of student behavior;

*selection of means and methods of pedagogical influence and identification of specific participants in the implementation of set goals at present and in the future.

It is known from the literature that it is advisable to resolve a conflict situation using the following algorithm:

1) analysis of data about the situation, identification of main and accompanying contradictions, setting educational goals, highlighting the hierarchy of tasks, determining actions;

2) determination of means and ways to resolve the situation, taking into account possible consequences based on an analysis of interactions between teacher - student, family - student, student - class staff;

3) planning the course of pedagogical influence, taking into account possible response actions of students, parents, and other participants in the situation;

4) analysis of results;

5) adjustment of the results of pedagogical influence;

6) self-esteem of the class teacher, mobilization of his spiritual and mental strength.

The main condition for permission constructive conflict psychologists consider open and effective communication between conflicting parties, which can take various forms:

* statements, conveying how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;

* open and personal statements relating to state, feelings and intentions;

*information containing feedback regarding how the conflict participant perceives the partner and interprets his behavior;

* demonstration the fact that the partner is perceived as an individual despite criticism or resistance regarding his specific actions.

The teacher’s actions to change the course of the conflict can be classified as actions that prevent it. Then conflict-tolerant actions can be called unconstructive actions (postponing the resolution of a conflict situation, shaming, threatening, etc.) and compromise actions, and conflict-producing actions can be called repressive actions (contact the administration, write a report, etc.) and aggressive actions (breaking up a student’s work , ridicule, etc.). As we see, the choice of actions to change the course of the conflict situation has priority.

Here are a number of situations and the behavior of a social teacher when they arise:

Failure to fulfill educational assignments due to lack of skill, knowledge of the motive (change the forms of work with a given student, teaching style, correction of the level of “difficulty” of the material, etc.);

Incorrect execution of teaching assignments; adjust the assessment of the results and progress of teaching, taking into account the identified reason for the incorrect assimilation of information);

Emotional rejection of the teacher (change the style of communication with this student);

Emotional imbalance of students (soften the tone, style of communication, offer help, divert the attention of other students).

In resolving a conflict, much depends on the teacher himself. Sometimes you need to resort to self-analysis in order to better understand what is happening and try to initiate changes, thereby drawing the line between emphasized self-affirmation and self-criticism.

The conflict resolution procedure is as follows:

Perceive the situation as it really is;

Do not make hasty conclusions;

During the discussion, opinions should be analyzed opposite sides, avoid mutual accusations;

Learn to put yourself in the other party's shoes;

Do not let the conflict grow;

Problems must be solved by those who created them;

Treat the people you interact with respectfully;

Always look for a compromise;

Conflict can be overcome by common activity and constant communication between those communicating.

The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict.

Permission conflict is a joint activity of its participants aimed at ending opposition and solving the problem that led to the clash. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate the causes of the conflict. To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions that they defended in the conflict. Often the resolution of a conflict is based on changing the attitude of opponents towards its object or towards each other. Conflict resolution differs from resolution in that a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties and without their consent. When a conflict ends, the contradiction underlying it is not always resolved.

Attenuation conflict is a temporary cessation of opposition while maintaining the main signs of conflict: contradiction and tense relations. The conflict moves from an “overt” form to a hidden one. Conflict subsides usually as a result of:

* depletion of the resources of both sides necessary for the fight;

* loss of motive to fight, reducing the importance of the object of the conflict;

* reorientation of the motivation of opponents (the emergence of new problems that are more significant than the struggle in the conflict). Under eliminating conflict understand the impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “unconstructiveness” of elimination, there are situations that require quick and decisive influence on the conflict (threat of violence, loss of life, lack of time or material capabilities).

Resolving the conflict is possible using the following methods:

* removal of one of the participants from the conflict;

* exclusion of interaction between participants for a long time;

* eliminating the object of the conflict.

Evolving into another conflict occurs when a new, more significant contradiction arises in the relations of the parties and the object of the conflict changes. Outcome of the conflict is considered as a result of the struggle from the point of view of the state of the parties and their attitude towards the object of the conflict. The outcomes of the conflict can be:

* elimination of one or both sides;

* suspension of the conflict with the possibility of its resumption;

* victory of one of the parties (mastery of the object of the conflict);

* division of the conflict object (symmetrical or asymmetrical);

* agreement on the rules for sharing the object;

* equivalent compensation to one of the parties for the possession of the object by the other party;

* refusal of both parties to encroach on this object.

Terminatee conflict interaction - the first and obvious condition for the beginning of the resolution of any conflict. Until the two sides strengthen their position or weaken the position of a participant through violence, there can be no talk of resolving the conflict.

Search for common or similar points of contact for the purposes and interests of the participants is a two-way process and involves an analysis of both one’s own goals and interests and the goals and interests of the other party. If the parties want to resolve a conflict, they must focus on the interests, not the personality of the opponent. When resolving a conflict, a stable negative attitude sides to each other. It is expressed in negative opinion about the participant and negative emotions in relation to him. To begin to resolve the conflict, it is necessary to soften this negative attitude.

It is important to understand that the problem that caused the conflict is best solved together by joining forces. This is facilitated, firstly, by critical analysis own position and actions. Identifying and admitting one's own mistakes reduces the participant's negative perceptions. Secondly, you must try to understand the interests of the other. To understand does not mean to accept or justify. However, this will expand your understanding of your opponent and make him more objective. Thirdly, it is advisable to highlight the constructive principle in the behavior or even in the intentions of the participant. There are no absolutely bad or absolutely good people or social groups. Everyone has something positive, and it is necessary to rely on it when resolving a conflict.

Conclusion

Education as a sociocultural technology is not only a source of intellectual wealth, but also a powerful factor in the regulation and humanization of social practice and interpersonal relationships. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training for social educators.

It has been established that since the basis of a conflict is often a contradiction that is subject to certain patterns, social educators should not be “afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence to successfully resolve them in a variety of pedagogical situations.

Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social educators have the knowledge and skills of the appropriate personal qualities, knowledge and skills.

It was stated that practical readiness social teacher to resolve conflicts among students is an integral personal education, the structure of which includes motivational-value, cognitive and operational-executive components. The criteria for this readiness are the measure, integrity and degree of formation of its main components.

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INTRODUCTION

Who doesn’t know the ancient legend about the “Babylonian Pandemonium” - about

unlucky builders of the “Tower of Babel” who failed to bring

the end of the work begun only because they spoke different languages ​​and could not

understand each other.

Since time immemorial, people have understood the truth: successful teamwork

is possible only when its participants can come to an agreement, find

mutual language.

In our time - the time of scientific, technical and social progress -

there is a continuous complication of business relationships between people in

process of activity. At the same time, the role of

psychological factor, human relations and communication in work

teams. This is fully manifested in teaching teams.

Today, more than ever, the decisive role of the personal factor has become obvious

in the educational process in schools. Personality of the teacher, leader

teaching staff - this is what determines the favorable climate in

school.

What is conflict? In psychology, conflict is defined as

"collision of opposite directions, incompatible with each other

tendencies, a single episode in consciousness, in interpersonal

interactions or interpersonal relationships of individuals or groups of people,

associated with negative emotional experiences."

From this it can be seen that the basis of conflict situations in the group is between

individual people is a clash between opposites

directed interests, opinions, goals, different ideas about

way to achieve them.

The main stages of the conflict.

Conflicts, despite their specificity and diversity, generally have

general stages of occurrence:

The stage of potential formation of conflicting interests,

values, norms;

The stage of transition of a potential conflict into a real one or stage

awareness by the conflict participants of their correctly or falsely understood interests;

Stage of conflict actions;

The stage of removing or resolving the conflict.

Moreover, each conflict also has a more or less clear

pronounced structure. In any conflict there is an object of conflict

situations related either to technological or organizational difficulties,

peculiarities of remuneration, or with the specifics of business and personal relationships

conflicting parties.

The second element of the conflict is the goals, subjective motives of it

participants, due to their views and beliefs, material and

spiritual interests.

who are its participants.

And finally, in any conflict it is important to distinguish the immediate cause

collision from its true causes, often hidden.

It is important for a practicing manager to remember that while all

the listed elements of the structure of the conflict (except for the reason), it cannot be eliminated.

An attempt to end a conflict situation by force or persuasion

leads to its growth and expansion by attracting new individuals, groups

or organizations. Therefore, it is necessary to eliminate at least one of

existing elements of the conflict structure.

aspects of people's behavior in conflict situations, choosing appropriate

behavioral strategies and means of conflict resolution and management.

Let us consider, first of all, the behavior of a person in a conflict situation with

from the point of view of its compliance with psychological standards. This

The behavior model is based on the ideas of E. Melibruda, Siegert and Laite. Its essence

is as follows. It is believed that constructive conflict resolution

depends on the following factors:

The adequacy of the perception of the conflict, that is, sufficiently accurate, is not

Distorted assessment of actions, intentions, how

The enemy, and our own;

Openness and effectiveness of communication, readiness for comprehensive

Discussing problems when participants honestly express their views,

Understanding what is happening and ways out of a conflict situation,

Creating an atmosphere of mutual trust and cooperation.

It is also useful for a leader to know what character traits

features of human behavior are characteristic of a conflict personality. To summarize

research by psychologists, we can say that such qualities can be,

include the following:

Inadequate self-esteem of one's capabilities and abilities, which

may be either overestimated or underestimated. In both cases she

may contradict the adequate assessment of others - and the ground for

the emergence of a conflict is ready;

The desire to dominate, at all costs, where possible and

impossible;

Conservatism of thinking, views, beliefs, unwillingness to overcome

outdated traditions;

Excessive integrity and straightforwardness in statements and

judgments, the desire to tell the truth at all costs;

A certain set of emotional personality traits: anxiety,

aggressiveness, stubbornness, irritability.

K.U. Thomas and R.H. Kilman developed the main most

acceptable strategies for behavior in a conflict situation. They indicate that

There are five main styles of behavior in conflict: accommodation,

compromise, cooperation, ignoring, rivalry or competition.

The style of behavior in a particular conflict, they point out, is determined by the

the extent to which you want to satisfy your own interests by acting

this passively or actively, and the interests of the other party, acting together

or individually.

or another style depending on the specific situation and personality

person.

The style of competition and rivalry can be used by a person

having a strong will, sufficient authority, power, not very

interested in cooperation with the other party and striving for the first

turn to satisfy their own interests. It can be used if

The outcome of the conflict is very important to you and you place a big bet on

your solution to the problem;

it is obvious that the solution you propose is the best;

You feel like you have no other choice and nothing to lose;

Must make an unpopular decision and you have enough power to

selecting this step;

Interact with subordinates who prefer an authoritarian style.

However, keep in mind that this is not a style that can be

use in close personal relationships, because in addition to the feeling of alienation

he won't be able to call anything else. It is also inappropriate to use

in a situation where you do not have enough power and your point of view

on some issue disagrees with the boss’s point of view.

A collaborative style can be used if, while defending one's own

interests, you are forced to take into account the needs and desires of another

sides. This style is the most difficult, as it requires more

long work. The purpose of its use is to develop long-term

mutually beneficial solution. This style requires the ability to explain your desires

listen to each other, restrain your emotions. The absence of one of these

factors make this style ineffective. To resolve the conflict this

style can be used in the following situations:

It is necessary to find a common solution if each of the approaches to the problem

important and does not allow compromise solutions;

You have a long-term, strong and interdependent relationship with another

side;

The main goal is to gain joint work experience;

The parties are able to listen to each other and outline the essence of their interests;

Integration of viewpoints and increased personal involvement are needed

employees into activities.

Compromise style. Its essence is that the parties strive

resolve disagreements through mutual concessions. In this regard, he is somewhat

resembles a collaborative style, but is carried out in a more

superficial level, since the parties are somehow inferior to each other. This

style is most effective, both parties want the same thing, but know

that at the same time it is impossible. For example, the desire to occupy the same

position or the same work premises. When using this

style, the emphasis is not on a solution that satisfies the interests of both

sides, but in a variant that can be expressed in words: “We cannot

to fully fulfill your desires, therefore, you need to come to

a decision that each of us could agree to."

This approach to conflict resolution can be used in the following

situations:

Both sides have equally convincing arguments and have

equal power;

Satisfying your desire is not very important to you

meaning;

You may be satisfied with a temporary solution, since there is no time for

development of another, or other approaches to solving the problem turned out to be

ineffective;

Compromising will allow you to gain something rather than lose everything.

The avoidance style is usually implemented when the issue being addressed is not

is so important to you, you do not defend your rights, do not cooperate with anyone

who to develop a solution and do not want to waste time and effort on solving it.

greater power or feels that she is wrong, or believes that there are no serious

reasons for continuing contacts.

situations:

The source of disagreement is trivial and unimportant to you compared to

other more important tasks, and therefore you think it’s not worth spending

strength on him;

You know that you cannot or even do not want to resolve the issue in your favor;

You have little power to solve the problem in the way you want;

Do you want to buy time to study the situation and get

additional information before making any decision;

Trying to solve the problem immediately is dangerous, since opening and

open discussion of the conflict can only worsen the situation;

Subordinates themselves can successfully resolve conflict;

You've had a hard day, and the solution to this problem can bring

additional troubles.

One should not think that this style is an escape from a problem or

evasion of responsibility. In reality, leaving or deferring may

be a completely appropriate response to a conflict situation, since for this

it may resolve itself over time, or you can deal with it later,

when you have sufficient information and the desire to resolve it.

Accommodation style means that you act in concert with another

side, but at the same time do not try to defend your own interests in order to

smoothing the atmosphere and restoring a normal working atmosphere. Thomas

and Kilmann believe that this style is most effective when the outcome of the case

extremely important to the other party and not very significant to you or the code

you are sacrificing your own interests for the benefit of the other party.

The fixture style can be applied in the following most

typical situations:

The most important task is to restore calm and stability, not

conflict resolution;

The subject of the disagreement is not important to you or does not particularly concern you

what happened;

defend your own point of view;

Realize that the truth is not on your side;

You feel like you don't have enough power or a chance to win.

Just as no leadership style can be effective

in all situations without exception, and none of the considered styles

conflict resolution cannot be singled out as the best. Necessary

learn to use each of them effectively and consciously do one

or another choice, taking into account specific circumstances.

Map of the conflict.

For more successful conflict resolution, it is advisable not only to choose

style, but also to draw up a conflict map developed by H. Cornelius and

S. Fair. Its essence is as follows:

· Define the conflict problem in general terms. For example, when

conflict due to the amount of work performed, draw up a distribution diagram

loads;

Find out who is involved in the conflict (individual employees, groups,

departments or organizations);

· identify the true needs and concerns of each of the main

participants in the conflict.

Drawing up such a map, according to experts, will allow:

1) limit the discussion to a certain formal framework, which

will greatly help to avoid excessive expression of emotions, so

how people can restrain themselves while mapping;

2) create an opportunity to discuss the problem together, express it to people

their demands and desires;

3) understand both your own point of view and the point of view of others;

4) create an atmosphere of empathy, i.e. opportunities to see the problem with your own eyes

other people and recognize the opinions of people who previously believed that they were not

understood;

5) choose new ways to resolve the conflict.

But before you move on to resolving the conflict, try to answer

to the following questions:

Do you want a favorable outcome?

What you need to do to better control your emotions;

How would you feel if you were the conflicting parties?

Is a mediator needed to resolve the conflict?

In what atmosphere (situation) could people better open up, find

common language and develop your own solutions.

Structure of the teaching staff.

As you know, any team, including teachers, is

type of social group.

Previously, the main feature of a collective that distinguishes it from a diffuse group

(a simple crowd of people) was seen as being socially engaged

necessary activity that subordinates the interests of the individual to the interests

society. It was believed: the stronger such subordination, the better. According to

some, human relations in a team are also permeated with the main

way for social reasons. Relationships arising from personal needs

treated as of little value or even harmful, indicating their

imperfection. Here is one of the typical definitions of a team: “A team is

is a group of people who are part of society, united by common goals

joint activities subordinated to the goals of this society."

However, in a real team, the relationship between the individual and society is based on

based on the harmonization of their interests, rather than subordination. And just like this

team there are signs indicating high quality of implementation

target and socio-psychological management functions: organization,

cohesion, self-government and development (improvement), compliance

activities in the interests of both society and the individual.

Director and teacher

The relationship between the principal and the teacher forms the main link in the social

psychological structure of the teaching staff. They are especially important

What matters is the term called authority. AUTHORITY

characterizes a person’s place in the system of interpersonal relationships, his status.

It is especially important in the activities of a leader. As shown

our research, directors of schools and vocational schools occupying

the effectiveness of educational work is opposite poles, more

They differ only in the magnitude of their authority in the teaching staff.

In this regard, many researchers believe that the main secrets of success in

management of people must be sought in the ability of managers to win, authority in

managed team. The classics of Marxism believed that authority is

a prerequisite for the successful organization of joint work

rally the team around the leader and strengthens his influence on

led. As A. S. Makarenko emphasized, “so that from pedagogical

staff turned out to be responsible, serious educators, there is only one

the way is to unite them into a team, unite around a certain figure,

center of the teaching staff - the director."

remains underdeveloped. To explain its nature, various

concepts. According to some foreign scientists, authority is largely

depends on the innate properties of the personality (Freudianism, sociometry, etc.). By

in the opinion of others, its origins must be sought in group interaction: a person

common task (interactionism). Undoubtedly, human qualities

contributing to the success of the group’s activities form an important basis

interactions in a small group, but bears the stamp of values ​​and norms,

inherent in an entire society, class or social stratum.

The point of view of researchers considering

to the individual. According to this approach, the status of an individual depends on the degree

compliance of her qualities, behavior with value orientations, requirements and

expectations of group members.

Since value orientations reflect not only intragroup

interests, but also the interests, norms and values ​​of the whole society, then from here

narrow framework of intragroup needs and values.

the subject of positive emotions and evaluations expressing the satisfaction of members

groups. In its developed form, it is a relatively stable attitude towards another

person, which is expressed primarily in feelings of trust and respect for

experiences of satisfaction with another person.

value orientations of others, it acquires a socio-psychological

attractiveness and acts as a core that unites and unites them

around you. People's expectations are largely determined by their specific social

position, and in working conditions - the position performed.

Therefore, what is valued in a person first of all are the qualities necessary for successful

work.

But this is the general situation. Real patterns of authority formation

do not fit into a simple formula - it is not always “specific gravity”

determined by the degree of their official significance. In particular, because

each group tends to place increased importance on those qualities

leaders, who are more important for interaction with its members,

satisfying her needs and interests. Objective significance of qualities

a person becomes the basis of his authority to the extent that she

is perceived as important and significant by the people around him.

In a democratic society, along with business qualities, great

humanistic personality traits are of value to team members

leader, his ideological and political qualities, the ability to rely on

subordinates. It is thanks to these traits that he primarily becomes

leader of the team, gains its authority. In the process of restructuring

in our society, the role of these qualities in the formation of the authority of a manager

will increase more and more.

Finally, it is necessary to emphasize the following point, important for understanding

The subjective value of any object is determined not only by its real

significance, but also the degree of scarcity. As already noted, people are always

they value more what is not very widespread and what they lack.

When an object fully satisfies the corresponding need, a person

as if he ceases to notice and appreciate him - emotional adaptation begins.

Deficiency (in the socio-psychological sense) is an indicator

incomplete correspondence of certain objects or their properties to the needs and

requirements of this social group. Psychological tendency to value

First of all, the deficit extends to the sphere of interpersonal relationships

in the system of leadership - subordination: in a given leader, with all others

conditions (with equal job significance) they value more those positive

qualities that are expressed to a lesser extent in other managers,

are scarce for them.

"deficit".

determines the degree of “openness” of a person to the judgments and assessments of others

person, readiness to accept them without significant critical evaluation.

Trust grows from faith - the conviction that another person has

certain merits, confidence that he acts competently and

correctly, will not let you down in a difficult situation, will show sincerity and kindness

will. The function of trust in the communication process is to compensate

currently missing objective evidence in favor of the truth

another person's words, knowledge and intentions and in ensuring sustainable

cooperation between them. Trust in a leader is its main condition

effective influence on those in charge.

Thus, the example of a person who enjoyed the trust of the masses was the Bolshevik

leader Ya. Sverdlov. “Only he,” said V.I. Lenin, “managed to conquer

such a situation that... one word from him was enough to

in an indisputable manner, without any meetings, without any formal

confidence that the issue is resolved on the basis of such practical

knowledge and such an organizational sense that not only hundreds and thousands

advanced workers, but also the masses will consider this decision to be final."

Trust significantly restructures interpersonal perceptions. Actions of a person

trustworthy may seem correct even in cases

when they are not impeccable from a professional or moral point of view.

If his actions allow for different interpretations, under the influence of trust they

are perceived only in a favorable light: good intentions are attributed to them,

Rather, they notice the positive aspects. Errors and shortcomings

trusted persons are often not noticed or seem insignificant,

random. On the contrary, in the absence of trust, all words and actions

person is questioned. His thoughts seem shallow, not

worthy of attention, kindness seems insincere, having

hidden meaning, advice is perceived as frivolous and incompetent.

Every opportunity to interpret his actions in a negative light is taken,

devalue them. This often leads to conflicts and the inability to engage

common cause. Therefore, an untrustworthy leader is unable to

direct the activities of subordinates and cooperate with them.

Trust in a leader depends on how reliable he is in business and

moral points of view, from consistency and systematicity

manifestations of his professional and human qualities.

And what specific qualities elevate directors the most?

teaching staff, make his personality authoritative in the eyes of

teachers?

As already noted, teachers’ respect for the principal most depends on

his presence of moral and communicative qualities, which are the most

are in short supply, and to the least extent - from administrative and managerial,

expressed quite clearly. According to this indicator, professional business

qualities took a position between them.

Undoubtedly, demandingness is one of the objectively important qualities.

Directors are in first place in terms of development level. The same can be said

and about hard work.

closes the prestigious series.

So, the director loves the teacher primarily for his “controllability”: if he

listens to comments, shows modesty, recognizes authority

leader, does not challenge his instructions, is unobstinate. That's why

teacher independence is valued low (second to last place), as is his

interference in management affairs: demanding of colleagues, ability

openly criticize their shortcomings took only seventeenth and twentieth places

out of twenty-two. Therefore, the director’s first requirement to the teacher is to be

obedient and submissive, not sticking out. On the third place -

conscientiousness and responsibility in work, love for students. To them

closely related to the willingness to do any job well, without waiting

rewards. Here the “assistance” mechanism clearly comes to the fore:

the director loves the teacher for good work. However, the creative initiative of them

not very welcome - she is in tenth place in importance. Love to

teaching profession and teaching skills are rated even lower

In 16th and 18th places, that is, they were lost among the outsiders. So when

we are talking about good work, school leaders understand this first and foremost

turn obedience, conscientiousness in following orders, readiness

Do everything they tell you to do without complaint.

Of course, leaders also approve of the moral qualities of the teacher, his

responsiveness, politeness, respect. But they don't take the lead.

The reason for this is that they are not very scarce: in communication with the director

subordinates are most often correct and helpful.

Research results show that the principal's attitude towards the teacher

is built primarily according to the mechanism of “assistance”, then - “boomerang” and

"consonances". The external attractiveness of the teacher also matters, although it

closes the prestigious series.

Based on these data, one can blame the director for being too

pragmatic approach to teachers, neglect of the creative side of them

activities and even to their professional competence, on the one hand,

and in excessive overestimation of the purely performing qualities of his subordinates -

with another. But by and large this is unlikely to be fair. The thing is,

that in the conditions of a command-administrative and bureaucratic system

management was assessed by the same criteria and the directors themselves. Few of them

inspectors delved into the quality of the educational process, paid

attention to the creative passion of the teaching staff. On the contrary:

bright, bold creativity was often suppressed, placing school leaders

under attack. Therefore, it is natural that the director looked at the teacher first

queue through the eyes of an administrator who cares only about external order and

discipline. Only a restructuring of the management style in public education

will allow you to get rid of this flaw and enrich the content palette

relationships between leaders and teachers.

Psychological restructuring of a “difficult” teacher.

The teaching staff is heterogeneous in its composition. There are teachers

exceptionally conscientious in their work and constantly focused on creativity.

They are often idols for children and achieve high results in

of its activities. For them there is no psychological problem

perestroika: they keep pace with life or in some ways even get ahead of it.

But there are teachers of the opposite type. For one reason or another they delay

back to school: in some cases - due to low professional culture; V

others - incompatibility, inability to cooperate with colleagues and managers.

As the survey showed, such teachers can be found in almost all schools.

What are the psychological characteristics of “difficult” teachers? Directors and

Head teachers usually talk about “difficult” people like this: this is an “unscrupulous” teacher,

“quarrelsome”, “irresponsible”, “arrogant”, “immodest”, “criticism”,

“complainer”, “dishonest”, “non-executive”, “undisciplined”, etc.

Answering the question: “What is the first thing a “difficult” teacher should change?

turn?" - they write: "You must do your job conscientiously, and not

try to shift it to others. Always finish what you start,

accept criticism, respect others more", "Do not engage in gossip, do not

be two-faced, greedy, secretive, do not push gullible people

on the sly for provocative actions”, “Don’t shout too much in class

and changes, to be more tactful, modest, not to stick oneself out at every

step, do not be envious", "Do not treat the matter formally, but more

root for him”, “Don’t be angry, don’t write anonymous letters, complaints, be kinder to

people" etc.

When the “average” psychological portrait of himself was compared

"difficult" and most pleasant teacher for you, it turned out that they

differ the most in their ability to correctly perceive criticism,

modesty, conscientiousness and hard work, willingness to perform well

any work (and not just the one for which they are paid), kindness and responsiveness,

love for students and school (differences of about 2 points on a five-point scale).

The smallest differences were found in the degree of independence at work,

erudition and versatility of interests, in the level of teaching

skill, exactingness towards colleagues and a creative approach to business. This

means that teachers most often make it “difficult” or “easy” for

leader character traits that express attitudes towards people, towards work,

and not low professional competence. It follows that for

for school leaders, the most important virtue of a teacher is controllability

(primarily attitude towards critical remarks), conscientiousness in

work (creativity is optional), goodwill in communication. If these

there are no qualities, the teacher becomes, as a rule, “difficult”.

For a number of years at the Faculty of Advanced Training for School Leaders

at the Kazan Pedagogical Institute, taking into account the requests of listeners, we conducted a seminar on

topic “Ways to change the behavior of a “difficult” teacher.” It discussed

specific situations from the experience of managers. At the same time the seminar

was used to study the characteristics of a “difficult” teacher and determine

possible methods of influencing it depending on the type of “difficulty”.

In total, over three hundred characteristics of “difficult” people were collected.

teachers, several of the most common types have been identified.

A “difficult” teacher most often needs re-education, change

relationships with people, certain character traits. To rebuild it

behavior, it is important to establish emotional contact with him and then provide

necessary influence through evaluative relationships.

aimed at regulating interpersonal relationships.

The first, most common type of “difficult” teacher is NON-CONTACT. He

has negative attitudes towards leaders, manifested primarily in

intolerance to their comments and advice, aggressive reactions. How is that

usually a good teacher, but with hypertrophied self-esteem and a vulnerable

pride. The method of working with it must be designed to destroy

negative attitudes and the formation of interpersonal contact (based on

mechanisms of “response” and “assistance”, etc.). But here we must take into account

following. Under ordinary, normal conditions, these teachers find it very difficult to

contact - “drive up” to them with a kind word or smile, hoping for

reciprocity is almost impossible, since it runs into emotional

barrier: to mistrust, hostility. Success usually comes only when

the teacher finds himself in an unfavorable situation and is in dire need of

support (situation of “deficit of support”).

The second type of difficult teacher is the “REBEL”. Most often the difficulty manifests itself in

excessively harsh, often groundless criticism of managers. Such behavior

caused by dissatisfaction with one's position. The teacher thinks that he

merits do not receive due recognition that he should play in

a more active role in the team. The main method of influencing such teachers is

Changing the role and elevating their personality, satisfying claims (if

they deserve it). It is noteworthy that the "rebels" are especially aggressive

in relation to the new head of the school - an outsider. They often

declare real war on him, try to prevent him from joining the team and

establish yourself as a leader.

The third type of “difficult” is the UNCONSCIOUS, loose-lipped teacher. Main method

his psychological restructuring is a collective condemnation.

But it is not always possible to influence an individual through a team. Sometimes

There are some unscrupulous teachers who are attractive in their personal

communication and enjoy emotional support from their colleagues. If you take out

question about their work at the meeting, you may not receive support from

team members. Strong interpersonal bonds that enhance the desire to "not

spoil relationships" with workmates, often keep people from

critical speeches. And we have to take this into account. "Fail-safe"

only the public opinion of the teaching staff that

united on the basis of the interests of a common cause and accustomed to publicity, to open

expressing your thoughts and assessments.

To gain support from the team, managers often have to

do a lot of preparatory work. Sometimes it can last for months. IN

This is the time when the main efforts are directed towards uniting the largest number

teachers around school leaders and psychological isolation

"difficult" teacher from colleagues. Relying on public organizations, on

vivid convincing examples, it is important to show everyone how much harm it causes

an unscrupulous teacher of the common cause. At this time it is not advisable to contact

attention to minor shortcomings in the work of other teachers: it is impossible

fight many at the same time. Criticism usually puts people off for a while

team members from the manager. People who have themselves recently been exposed

condemnation, at the meeting they will not criticize their comrade and will take

position of non-interference. At this time, all efforts should be directed towards

isolation of the “difficult” and accumulation of strength to solve the main task -

conducting an effective discussion. Before the decisive meeting, the leader

must know exactly who will support him and approximately what part of the team

will be silent. For the success of a business it is not at all necessary that a very strong performance be made.

many people. If 4-5 people unanimously express their sincere indignation, this

will sound like a collective protest against a careless employee and will have an impact on

it has quite a strong emotional impact.

Sometimes, for the teacher’s psychological restructuring, a group discussion

can be supplemented with another method - setting a condition.

When the teacher is not very “difficult” or “difficulty” is associated with his low

professional competence, you can effectively use methods

education, individual conversation, designed, rather, for retraining.

In this case, success is usually achieved only after a long individual

work.

As we see, each type of “difficult” teacher requires school leaders to

use of specific methods of influence. But the above

The typology is far from complete. In essence, it is possible to unite teachers in

certain groups according to the type of "difficulty", individual differences remain.

Therefore, work with “difficult” people, as well as educational activities in general,

can be crowned with success only with a creative approach to business. The most important

Deeply study and understand the motives of the teacher’s negative actions and take them into account

choose the method of influence. Unfortunately, in the vast majority of cases

managers fail to “correct” the behavior of a “difficult” teacher. They

are ready to draw dozens of psychological portraits of “difficult”, but very

It's rare to hear stories with a happy ending. Usually,

the story ends with the "difficult" either surviving from school, or himself

leaves for another team after a grueling struggle. Still a problem

"difficult" teacher somehow got lost among many other problems about her

they were even embarrassed to speak. Today is the time to speak about its existence in full

This means we need to prepare managers to work with him.

In general, the main role in the psychological restructuring of “difficult” workers is

plays a change in their real relationships with the team, with managers. This

helps in establishing psychological contact with them and in restructuring

their attitude towards work. Of particular importance is the formation

friendly, but at the same time critical public opinion in

teaching staff, creating an atmosphere of mutual

demandingness. Without this it is impossible to carry out deep moral

personality restructuring, change the negative traits of his character

(dishonesty, irresponsibility, inertia, etc.).

There is reason to believe that re-educating a “difficult” teacher, breaking him

habits can be carried out energetically, spasmodically, in an “explosion”, and not

only through a slow, gradual restructuring of consciousness.

Conflicts in the teaching staff

3.1Among the many socio-psychological problems associated with

improving the activities of labor collectives, a special place is occupied by

the problem of regulating interpersonal conflicts.

Experience shows that the most frequent conflicts are in complex

teams, including workers with specific, but closely

interrelated functions, which creates difficulties in coordinating them

actions and relationships both in the sphere of business and personal contacts. TO

Such groups also include the teaching staff.

Based on the above, we set the following task in this chapter:

Reveal the main factors influencing conflict in pedagogical

The team.

Many scientists have been and are working on this problem.

For example, Weissman obtained results according to which conflict

depends on the size of the team and increases if these sizes exceed

optimal. Golubeva writes that conflict between subordinates and

superiors when the latter are not directly involved

in the main, professional activities of the team he leads, and

perform only administrative functions.

The concept of “conflict” is closely related to the concept of “compatibility”.

Compatibility is a bipolar phenomenon: its degree varies from

complete compatibility of group members to their complete incompatibility. Positive

the pole is found in agreement, in mutual satisfaction, negative

the pole more often manifests itself as conflict. Agreement or conflict may not be

only a consequence of compatibility or incompatibility, but also their cause:

situational manifestations of agreement contribute to increased compatibility,

the emergence of conflicts means its reduction. The conflict represents

first of all, such a form of expression of situational incompatibility, which

is in the nature of an interpersonal conflict arising as a result

commission by one of the subjects of actions unacceptable for another person,

causing on her part resentment, hostility, protest, reluctance to communicate with

by this subject.

Interpersonal conflict is most clearly manifested in the disruption of normal

communication or its complete cessation. If communication takes place,

then it is often destructive in nature and contributes to further

disunity of people, increasing their incompatibility. But single, not

recurring conflict indicates only situational incompatibility

individuals. These kinds of conflicts, if resolved positively, can

lead to increased compatibility in the group.

The most compelling and typical basis for a conflict is a violation of one of

group members established norms of labor cooperation and communication.

Therefore, the clearer the norms of cooperation (as recorded in official

documents, in the requirements of managers, in public opinion, customs and

traditions), the less conditions there are for disputes and conflicts to arise among

participants in common activities. In the absence of clear standards, such

activity becomes inevitably conflict-prone. Overall increase

degree of generality of activity and complication of interaction between its participants

lead to increased requirements for the level of their compatibility. When interaction

becomes very complex, apparently the likelihood of occurrence increases

inconsistencies and misunderstandings. The latter can be excluded only at high

degree of compatibility of group members. But the general activity has

ability to form anti-conflict mechanisms: it promotes

development of uniform norms and requirements, the ability to coordinate one’s actions with

actions of others. Apparently, when the overall activity becomes more complex, it is often

There is only a temporary increase in the degree of increase in conflict

group members. It follows that conflict in certain cases

can act as an indicator of the process of positive development of the group,

the formation of a single group opinion, common demands in open struggle.

The concept of conflict should be distinguished from the concept of conflict. Under

conflict we understand the frequency (intensity) of conflicts observed

in a given individual or in a given group.

Based on the above, we can conclude that the factors influencing

conflict, in general the same as the factors that determine

compatibility and incompatibility of people.

What are these factors? Two main groups of factors can be distinguished:

influencing compatibility in a team - objective characteristics

collective activity and psychological characteristics of its members.

Objective characteristics of activity are expressed primarily in its

Depending on the sphere of manifestation, the psychological characteristics of workers,

influencing their conflict potential can be divided into

functional and moral-communicative. The first of them reflect

requirements in professional activity, the second - in interpersonal

communication.

Moral and communicative factors should have the greatest influence

on conflict at the intragroup level:

Teachers work relatively independently of each other and at the same time

are closely related to each other in terms of interpersonal communication. Concerning

functional factors, then they apparently play a decisive role in

the emergence of conflicts between managers and subordinates.

3.2 Causes of conflicts:

Violation of labor cooperation by one of the team members.

Most conflicts are related to violations of the norms of business interaction,

Those. due to functional reasons: dishonesty,

Indiscipline.

If the norms of cooperation are clearly fixed, then there are fewer conditions for it

Occurrences.

The possibility of conflicts is reduced when the leader knows how to

handle criticism correctly. Also decreases with simplicity and modesty

communication between a manager and subordinates, the ability to convince people, consult with

subordinates, listen to their opinions; if the requirements are justified,

presented by the manager to his subordinates, clarity and consistency,

the manager’s ability to organize the work activities of subordinates.

To prevent intragroup interpersonal conflict among

teachers need:

The ability to take into account each other's interests.

Accept criticism from your colleagues.

Show politeness, tact, and respect towards each other.

Discipline at work.

To reduce conflict with subordinates, the manager must:

1. Objectively evaluate the work of your subordinates.

2. Show care towards them.

3. Do not abuse official power.

4. Effectively use the method of persuasion.

5. Improve the style of your organization.

Emotional well-being in a team is determined by leadership style

by this team on the part of the administration.

3.3 Ways to resolve conflicts:

1. Before reacting to the action of another person, you must find out:

Why did this person act this way and not otherwise?

2. Encourage the parties to the conflict to establish direct contact with each other

Another, for an open discussion of the conflict situation.

3. Create conditions for conflicting people to work so that they can work for a long time

There was no contact with each other for a while.

4. Inform all teachers when distributing bonuses, bonuses

Wages (social justice and transparency).

5. Managers must improve the style of organizational work with

Subordinates.

6. Do not abuse official power.

7. Prevent and eliminate interpersonal conflicts.

3.4 Directors most often come into conflict with their head teachers:

1. Due to discrepancies in assessing the performance of teachers, when it seems to them that

The head teacher is biased towards teachers, undeservedly praises some and

Intentionally criticize others.

2. The head teacher contrasts his position with the director’s opinion.

3. The deputy exceeds his powers.

4. Lack of diligence.

5. Tactfulness and demandingness towards teachers.

6. Principals react more painfully when head teachers publicly express

Their disagreement with the assessment they give to the activities of members

The team.

7. Head teachers most often come into conflict with the director because of his

Tactlessness shown in front of teachers and unwillingness to support them

Requirements and solutions.

8. Sometimes the relationship between directors and head teachers becomes more complicated due to

Nepotism at work: for example, when the wife-director begins

Supervise the husband-head teacher.

3.5 Difficulties in managing the teaching staff.

By difficulty we mean the tension that subjects experience

activity in solving a specific problem.

The most difficult to solve are socio-psychological problems.

The hardest thing for school directors is:

Ensuring clear discipline and organization in the work of teachers.

Solving the problems of forming public opinion in pedagogical

The team.

Teachers' critical attitude towards each other's shortcomings.

Fostering in them the need to work creatively, constantly improving

Your qualifications.

Lesson analysis.

Monitoring and revealing the creative abilities of teachers.

Stimulating their work activity.

Team building.

Regulating relationships within it.

Organization by the director of his own activities, distribution

Time in such a way as to make time for self-education and relaxation.