Effects Of Conflicts On Students' Learning And Psychological Outcomes

Numerous studies have focused on the constructive and destructive behavior of educators;however,the literature regarding the destructive demeanors of educators is scarce.Although some studies have taken into consideration the impact of faculty members' conflict,the effect of these factors on students' psychological health and learning outcomes has not yet been studied.The existing studies only emphasize curriculum and curricular activities,but overlook the importance of the interaction amongst the teachers within the universities,even though this phenomenon having a profound influence on students learning in educational institutions.When students have good positive interactions with their educators,they perceive university as a positive experience,adjust to university environment more efficiently,display better social skills,exhibit fewer behavior difficulties and the most important they demonstrate higher academic achievement.On the other hand,if their relationship with teachers is destructive,then,its impact on students,and can hamper students' learning processes and their psychological well-being in educational institutions.Therefore,our study is an attempt to fill this gap and had significance in a way that this research is among the first studies to focus on the mental altercations of students,which will distinguish this research from prior studies.In this study,we have suggested a set of variables including discrimination among faculty members,faculty members' incivility to each other,and university resources,which induce an attitude of conflict among faculty members and consequently adversely affect students' learning and psychological well-being.Additionally,the present study will also attempt to examine the significance of conflict through the moderating effect of a collaborating management strategy.This,along with other aspects of the current research,also adds a new perspective to the current literature to examine the connection between conflict and students learning issues as well as mental wellbeing.We carried out structural equation modelling(SEM)by using a recursive path analysis technique to develop the relationship between the hypothesized variables.Furthermore,to check the moderation effect,we used a multiple group analysis technique.Both methods are carried out in Liseral 8.80.The findings revealed thatincivility among faculty members and higher discontent with university resources generate conflict-inducing attitude in faculty members,which subsequently creates negative behavior in teachers towards each other as well as towards students.Further,we observed that the hostile attitude of faculty members towards students adversely affects psychological health and educational outcomes of students at universities.Additionally,the present study will also attempt to examine the significance of conflicts through the moderating effect of collaborating management strategy.The findings suggest that students' learning process can be improved by controlling the negative teacher-teacher interactions and have important implications for the institutions of higher learning.To accomplish all the above-expressed essentialness,the present study pursued a specific pattern,which comprises of six chapters as follows:Chapter 1 Introduction in this part of the chapter,the researcher exhibited an overall prologue to the issues regarding conflicts between teaching faculty in the Punjab province of Pakistan.The section additionally presented the related background problems of the study.,the declaration of the snags,objectives,and significance of the research study,and finally the operational meaning of the main variables,used in the proposed study.Chapter 2 Literature Review in this section,the researcher gives literature relevant to the study and sum up that there is a significant impact of conflict on students learning outcomes as well as psychological outcomes in higher education institutions.Nevertheless,there is still a lot of space for research in conflict amongst teaching faculty and its effects on students' mental altercation.Chapter 3 Related Theories are presented in this chapter to support the literature of our study,and we discussed the detailed background theoretically to support our independent and dependent variable.Chapter 4 Theoretical Framework and Hypotheses this chapter presents the conceptual model used in the study;it shows the theoretical model and hypotheses in this regard will be tested to examine the relationship between different variables.(i)Incivility and Conflict-Inducing Attitude(ii)Discrimination and Conflict-Inducing Attitude(iii)Resource scarcity and Conflict-Inducing Attitude(iv)Conflict-InducingAttitude and Students Educational Outcomes(v)Conflict-Inducing Attitude and psychological Outcomes(vi)Moderating role of Collaboration between causes of conflicts and students' outcomesChapter 5 Methodology and Contents of the Research gives an overview of the research methodologies used in the study.Survey data was collected from 327 faculty members and 1392 students of 16 higher educational institutions located in 10 cities of the Punjab province of Pakistan.We carried out structural equation modelling(SEM)by using a recursive path analysis technique to develop the relationship between the hypothesized variables.Furthermore,to check the moderation effect,for that,we used a multiple group analysis technique.Both methods are carried out by using statistical software Liseral 8.80.Chapter 6 Analyses of Results the findings and results suggest that teachers and students think that incivility of colleagues to each other and higher discontent with university resources negatively affect teachers attitude that further tends to impact students educational learning and psychological health.For moderation,results show that conflict can be controlled by using an appropriate management strategy in higher educational institutions.The discussion concerning the outcomes of the study have also been given at the end of the results.Chapter 7 Conclusion and Management Implications in this last part,we described the conclusions,suggestions for management,impediment of this research,and future research instructions.The results of the study based on the attitude,behavior,and contradiction(ABC)framework and affective event theory(AET).This study explored the conflict-inducing attitude amongst teaching faculty in a higher educational institute,caused by the higher discontent of university resources,uncivil behavior between teacher-teacher which in turn negatively affects students' educational outcomes and psychological outcomes by relating the vibrant competency of literature.The pivotal results explained the direct link between incivility amongst faculty members and resource scarcity with conflict-inducing attitude.Our findings support that the conflict of all the professors at the university and the discontent with university resources are associated with the conflict towards the students,which in turn adversely affects students' educationaloutcomes and psychological outcomes.Collaborating strategy bridges the gap between teaching faculties in universities.Our findings show that the collaboration strategy reduces the conflicting situation after negotiations,which is beneficial for university prestige and the teaching-learning environment.This study is contributing in several ways,stated as follows:(1)We have built a recursive path analysis model and multi-group analysis model to find out the conflict between teaching faculties,and no study used these analyses techniques to find the conflict at a higher level of education.(2)We have conducted an empirical study on teacher's and students' data,and no study used both groups' perceptions to analyze conflict and its effects on university students.Additionally,the present study will also attempt to examine the significance of conflicts through the moderating effect of collaborating management strategy in universities of the Punjab province of Pakistan.(3)This research is among the first studies to focus on the mental altercations of students as well as students learning,in higher educational intuitions of the Punjab province of Pakistan,which will distinguish this research from previous studies.