Study On Teacher Conflic In School

As a certain way of communication, teacher conflict is always covered in the school field, and the existence of teacher conflict is obscure and intimate. The content of the conflict has been seized by the discourse of organizational conflict management, conflict functionalism and technological tools, as a result, the teacher’s dominant position is forgotten. Uncovering, analyzing and reflecting the teacher conflict in school will provide a new perspective to understand the school teacher’s relationship, the establishment of teacher community and the transformational development of school. This dissertation analyzes the subjectivity of the conflict between school teachers and the limitation of the conflict practices through the field research of an individual school, and furthermore proposes enlightenment for the school reform.The major issues are as followed. First, how do the teachers interpret teacher conflict, that is to say, teacher’s cognition of the conflict. Second, how do the teachers make decision in the conflict of teacher community, which is, the collective manifestation of the teacher conflict. Third, what is the complexity of the decision and practice of teacher conflict, namely, the practical consequences of teacher conflict. These three issues are discussed respectively in the third, fourth and fifth chapter. The focus of this dissertation is not to answer whether the teacher conflict is good or bad, but to analyze how the teachers recognize and choose the form of conflict within the atmosphere of school conflict, also to figure out the rationality and limitation of the certain conflict choice and practice. The core conclusions are as followed.First, teachers are antonomous and active when they confront with specific conflict. There are two aspects of the autonomy of teacher’s conflict choice and conflict practice. First of all, with the cognition of the unavoidability of the conflict, teachers see the conflict as important part of self-identification. They participate the life politics secretly, direct their own practice with the differentiation of conflict metaphor or discourse, and enlarge the activity space with the use of teacher’s anti-school culture. Second, starting with the dual characteristics of teacher community which is "protect—restrain", teachers can realize the different meaning of teacher community in specific conflict situation, and stick to their own conflict practice. Second, the teacher’s conflict practice is moderate and realistic, and the practical conflict practice is understandable. The exploration of the conflict is on the basis of good salary, minimal autonomy, stable friendship, decent work and other realistic factors. As a result, their conflict practice is always underground, moderate and limited. However, these resistances such us doing slowly, going around, gossip, small quarrel, moderate disobedience, etc., can help teachers get profits, keep themselves and minimize lose, so the resistance is understandable.Third, teacher’s perspective of the conflict situation has limitation, and the practical conflict practice has restriction. The limitation of the teacher’s perspective of the school conflict situation is reflected on four aspects, such as the victim image of dualism, the uncompromising rebel attitude, the misjudgment of power and the existence of independent illusion. What’s more, the teachers ignore the growth of self-concept, the difficulty of experiencing the conflict and the ethics of responsibility of teacher profession when they unscramble teacher conflict and deal with teacher conflict with the individualism culture. These factors together result in the difficulty of the school teacher’s collective action, and then lead to the reproduction of the school discipline which they object.Fourth, the reason of teacher when they carry out the conflict practice is limited, and the limited reason is the start point of the future. The teacher’s choice and practice of conflict are based on the understanding and exploration of themselves. Although the result is not good, we must continue rely on the teacher’s reasonable spirit and deepen it. We must lead the teacher conflict practice into collective action, lead the teacher’s positivity into the doubt of the legality and certainty of the school reform, and impose professional requirement on the teacher conflict practice, therefore push the school reform into a deepen level.Fifth, both the strategic direction and the tactical method should be emphasized in the application of the value of teacher conflict. The teacher should be the observer, corrector, planner, supervisor and dispatcher of the teacher conflict. The strategic direction can propose the environmental preparation and vision transformation of the value application of teacher in the integral, macroscopic and structural way, meanwhile the tactical method can support the strategy through specific technology.