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 social system) and personal (manifesting at the level of a specific personality, 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.

Common negative functions of 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 environment and has both positive and negative functions.

Conflicts are divided into interpersonal, intergroup and conflicts between individuals and groups, 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 great value have the personal qualities of people, their mental, socio-psychological and moral characteristics. In this regard, people often talk about 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. A 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 a clash of interests 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 levels of social groups have their own characteristics of conflict occurrence and ways of resolving 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 the 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- about the vertical. 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 the 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, a correct assessment of their 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 educational organization the manager’s functions in resolving conflicts are complicated by an expanded range of areas of their 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 us consider in more detail the concept of “conflict of interest of a 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 earlier, but with the entry into force of law it acquired legislative design. The law interprets a conflict of interest of a teaching worker as a situation in which a teaching worker, in the course of carrying out his professional activities, has a personal interest in obtaining material benefit or other advantage and which affects, or may affect, the proper performance of the teaching staff. professional responsibilities due to the contradiction between his personal interest and the interests of the student, parents ( legal representatives) minor students. Thus, a conflict of interest refers to 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 teaching staff influence the psychological climate, affect the mood of students and teachers, 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.”

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COURSE WORK

CONFLICTS IN THE TEACHING STAFF AND WAYS TO RESOLUTE THEM

Introduction

Conclusion

References

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, social activities people. Administrative measures this problem not solved.

Now, more than ever, it is important to educate children from childhood attentive attitude towards others, prepare them for a friendly attitude towards people, 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 understand his 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- a form of social interaction between two or more subjects (subjects can be represented by an individual/group/oneself - in the 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 pedagogical conflict, that is, a conflict, the subjects of which 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 is 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:

· 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, a phenomenon harmful to 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 such as critical situation, that is, the situation of the subject’s impossibility of realizing the internal needs of his life (motives, aspirations, values, etc.); as an internal struggle that gives rise to external, objectively given contradictions, as a condition that gives rise to dissatisfaction with a whole system of motives, as a contradiction between needs and the possibilities of satisfying them.

Based on the above, 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. From the skillful and sensitive pedagogical leadership It depends on whether the 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 - the teacher, relying on a good knowledge of the group of students, relevant knowledge and skills, analyzes the causes of the conflict, makes a decision either to suppress it or to allow it 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 experience 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 teenagers due to their age features - phenomenon common and common;

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 the 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 characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict. Sometimes these types of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits, mental health personalities;

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 such conflicts appear, seemingly proceeding 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.

WITH psychological point point of view, the occurrence of any of these reasons, any combination of them leads in practice to the 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 to understand and realize 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. The lack of necessary information on a broad public scale 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 the 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 factions 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. those information models of the conflict 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. The pedagogical sphere is a combination of all types of purposeful formation of personality, and its essence is the activity of transferring 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 of 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 a common part of 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 or 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. IN lately There is 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, independent students to leave school, and for others, their motivation to learn 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 the teacher’s inept resolution of problem situations and are, as a rule, long-lasting in nature. 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. Anytime specific situation the source of conflict must be identified before policies can be developed to resolve it.

First of all, we need to find out what happened. What's 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 the entire 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, you need to be able to adequately assess external manifestations his contradictory inner world, to anticipate 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.

To make 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”). The teacher finds it difficult to accept new information, contrary to his existing stereotypes, 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 control work; 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 techniques 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 on the situation, identification of main and accompanying contradictions, formulation educational purpose, highlighting the hierarchy of tasks, defining 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.

Psychologists believe that the main condition for resolving a constructive conflict is open and effective communication between the 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;

When discussing, you should analyze the opinions of opposing parties and 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 of the parties towards each other remains. It is expressed in a negative opinion about the participant and in negative emotions towards 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 a critical analysis of one’s 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 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 relevant personal qualities, knowledge and skills.

It has been stated that the practical readiness of a social teacher to resolve conflicts among students represents 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.

Conflict management in the teaching staff

thesis

1.2 Types and characteristics of conflicts in the teaching staff

In psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis. A person enters into conflict in a situation that is significant to him and only when he does not see an opportunity to change it (in this case, actions take the form of attack or defense), but usually tries not to complicate the relationship and maintain restraint. In relation to an individual subject, conflicts are internal and external. The first include intrapersonal; the second - interpersonal, between the individual and the group, intergroup.

Intrapersonal conflict is the confrontation of various tendencies within the personality itself. Such conflict situations are typical of very conscientious and thorough people. Intrapersonal conflicts arise due to such circumstances as:

The need to choose between mutually exclusive options for action, each of which is equally desirable;

Discrepancy between external requirements and internal position,

Ambiguity in the perception of the situation, goals and means of achieving them, especially when it is necessary to act actively;

Ambiguity in the perception of needs and opportunities to satisfy them;

The inability to realize oneself in work, and therefore dissatisfaction with it.

In general, most often we are talking about “choice in conditions of abundance” (motivational conflict) or “choice of the least evil” (role conflict). Intrapersonal conflict occurs when conflicting demands are placed on one person. Intrapersonal conflict can also arise as a result of production requirements are not consistent with personal needs or values. Intrapersonal conflict manifests itself as a response to work overload or underload.

Interpersonal conflicts are believed to be 75-80% generated by the clash of material interests of individual subjects, although outwardly this manifests itself as a discrepancy in characters, personal views or moral values, since, in reacting to a situation, a person acts in accordance with his views and character traits, and different people behave differently in the same situations. This type is perhaps the most common. For managers, such conflicts present the greatest difficulty because all their actions, regardless of whether they are related to the conflict or not, will first of all be viewed through the prism of this conflict. Most often, such a conflict represents a manager’s struggle for limited resources, labor, finance. Everyone believes that if resources are limited, then he must convince his superiors to allocate them to him and not to another manager.

Conflicts between an individual and a group are mainly caused by a discrepancy between individual and group norms of behavior. Due to the fact that production groups establish norms of behavior and performance, it happens that the expectations of the group are in conflict with the expectations of individuals. In this case, a conflict arises. In other words, a conflict arises between an individual and a group if this individual takes a position that differs from the position of the group. A conflict between an individual and a group can arise when a leader makes obviously unpopular, tough, forced decisions.

Organizations are made up of many formal and informal groups. Even in the best organizations, conflicts can arise between them, which are called intergroup conflicts. Intergroup conflicts arise from differences in views and interests. Conflicts can arise in the interaction of stable micro-groups within a given group. Such groups, as a rule, exist within any small social community; their number ranges from two to 6-8 people, with mini-groups of 3 people most often appearing. More numerous subgroups, as a rule, are not very stable. Mini-groups play a big role in the life of the group as a whole. Their relationships influence the general climate of the group and productivity. The leader in his activities must also act with an eye on the reaction of mini-groups, especially those of them that occupy dominant positions.

Based on their duration, conflicts can be divided into short-term and protracted. Short-term ones are the result of misunderstandings or mistakes that are quickly realized. Protracted ones are associated with deep moral psychological trauma or with objective difficulties. The duration depends on the subject of the controversy, on the character traits of the people involved. Long-term conflicts are very dangerous, because in them conflicting individuals consolidate their negative state. The frequency of conflict can cause deep or lasting tension in relationships.

By nature, conflicts are usually divided into objective and subjective. Objective ones are associated with real-life problems, shortcomings, and violations that arise in the process of functioning and development of the organization. Subjective ones are caused by differences in personal assessments of certain events or relationships between people. Thus, in some cases we can talk about the presence of a certain object in the conflict; in others - about its absence. Opinions that take place in the views and assessments of people constitute the subject of conflict, and then they speak of substantive conflicts; but these differences may be imaginary. For example, if people simply express their opinions differently, then the conflict turns out to be not only subjective, but also pointless. Objective conflicts are always objective, but this characteristic does not always apply to subjective ones. Since objective conflicts are associated with real events in intraorganizational life and usually require practical changes in its foundations, they are called business. Subjective conflicts, generated, in essence, by people’s overflowing emotions, are also called emotional, personal.

According to their consequences, conflicts are divided into non-constructive and destructive. Constructive ones presuppose the possibility of rational transformations, as a result of which the object of the conflict itself is eliminated. When handled correctly, this type of conflict can bring great benefits to an organization. If the conflict has no real basis and is not created, therefore, there are no opportunities for improving intra-organizational processes, it turns out to be destructive, since it first destroys the system of relations between people, and then introduces disorganization into the course of objective processes. In constructive conflicts, the parties do not go beyond ethical standards, while destructive ones, in essence, are based on their violation, as well as on the psychological incompatibility of people. The laws of intra-organizational conflict are such that any constructive conflict, if not resolved in a timely manner, turns into destructive. In many ways, the transformation of a constructive conflict into a destructive one is associated with the personality traits of its participants themselves. Novosibirsk scientists F. Borodkin and N. Koryak identify six types of “conflict” personalities who, voluntarily or unwittingly, provoke additional clashes with others. These include:

1) demonstrative, striving to be the center of attention, becoming the initiator of disputes in which they show excessive emotions;

2) rigid, with high self-esteem, not taking into account the interests of others, uncritical of their actions, painfully touchy, inclined to take out evil on others;

3) uncontrollable, characterized by impulsiveness, aggressiveness, unpredictability of behavior, and poor self-control;

4) ultra-precise, characterized by excessive demands, suspiciousness, pettiness, and suspicion;

5) purposefully conflicting, considering the collision as a means of achieving their own goals, inclined to manipulate others in their own interests;

6) conflict-free people who, with their desire to please everyone, only create new conflicts.

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

fast-flowing conflicts are characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict. Sometimes these types 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;

mild, sluggish conflicts - 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.

mild, 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 such conflicts appear, seemingly proceeding mildly, then the prognosis may be unfavorable. At the same time, conflicting individuals, having found themselves in a favorable situation, often do not show themselves as such.

The specificity of pedagogical work lies in the fact that the work of a teacher, despite the fact that it relates to socionomic activity (according to the classification of types of activities by E. N. Klimov), proceeds individually, as the work of a single person. Working with the student body one on one, the teacher, as a rule, is under strong mental stress, because he must actively regulate both his own behavior and the behavior of students in different situations. “Such an initially increased neuropsychic load increases the likelihood of maladaptive regulation of intellectual and emotional sphere» .

It should be noted that teachers react sharply to the assessment of their personal data. The teacher is used to evaluating others. It is very difficult for him to agree with the conclusions that the unfavorable development of the pedagogical situation is often predetermined by his own personal and professional weaknesses and shortcomings. In addition, most teachers have high personal anxiety, due to which they tend to exaggerate, dramatize events, or fall into dull psychological defense.

As you know, a demographic feature of the teaching staff is that 83% of school teachers are women. According to experts, in gender-homogeneous teams, interpersonal conflicts become more frequent, which ultimately affect the business sphere of employee relations and develop into business conflicts that do not contribute to normal development personality and effectiveness of the educational process. The following contradiction is also significant: different claims and expectations, different value orientations, different psychophysical capabilities of teachers united by one professional activity in general social space and time.

There are two sides to the life of the teaching staff: formal (functional and business) and informal - emotional and personal. Psychological unity in society can be achieved through joint activities and healthy interpersonal relationships. Differentiation in the sphere of functional-status relations gives rise to social inequality, which also provokes psychological tension.

The causes of conflicts are quite varied. Sometimes you can see several reasons at once. The start of the conflict was caused by one reason, and another gave it a protracted nature.

Pedagogical activity reflects the general laws of objective reality. It would be incorrect to try to determine the causes of conflicts that relate specifically to pedagogical practice. The teacher in his professional activity builds interpersonal relationships not only with children, but also with adults (colleagues, administration).

Let us consider the causes of interpersonal conflicts, giving them possible measure generality.

One of the probable reasons may be the “division of a common object of claim” (challenging material wealth, leadership position, recognition of fame, popularity, priority...).

Infringement of self-esteem.

The source of conflict is often disconfirmation of role expectations. An aggravation of interpersonal interactions and relationships can arise due to the lack of an interesting business, prospects, which increases hostility and masks selfishness, unwillingness to reckon with comrades and colleagues.

Conflict relationships may be based on substantive and business disagreements. On the one hand, they often contribute to joint activities and the search for possible ways to bring points of view together, but on the other hand, they can serve as simple camouflage, an outer shell.

The cause of interpersonal and intergroup conflicts is the divergence of norms of communication and behavior. Similar reason can cause conflicts between an individual and a group, representatives of different regions of ethnic groups.

Conflict of instant emotional release.

The next possible cause of conflicts is conflicts due to the relative psychological incompatibility of people who, due to circumstances, are forced into daily contact with each other.

Conflict of values.

But it is also possible to identify specific causes of pedagogical conflicts.

Conflicts related to the organization of teachers' work;

Conflicts arising from leadership style;

Conflicts caused by teachers’ bias in assessing students’ knowledge and behavior.

The Teacher-Administrator conflict is very common and the most difficult to overcome. The general characteristics of relationships in teaching teams are as follows: 43% of school teachers are not satisfied with the leadership style of school principals, and only 16.4% expressed satisfaction with the leadership practice.

Let us highlight the specific causes of Teacher-Administrator conflicts.

Insufficiently clear delineation between the school administrators themselves of the sphere of managerial influence, often leading to “double” subordination of the teacher;

Strict regulation of school life, evaluative and imperative nature of the application of requirements;

Shifting “other people’s” responsibilities onto the teacher;

Unplanned (unexpected) forms of control over the teacher’s activities;

Inadequacy of the team management style to the level of its social development;

Frequent changes in management;

Underestimation by the manager of the professional ambition of the teacher;

Violation of psychological and didactic principles of moral and material incentives for teacher work;

Uneven workload of teachers with public assignments;

Violation of the principle of an individual approach to the teacher’s personality;

Prejudicial attitude of the teacher towards students;

Systematic underestimation;

Unauthorized establishment by the teacher of the number and forms of testing students' knowledge, not provided for by the program and sharply exceeding the standard educational load of children.

The most significant causes of conflicts between teachers and principals are indicated by the following empirical data: one of the reasons for dissatisfaction with the management style is the lack of leadership experience of the majority of school principals. Despite quite a lot of experience in teaching, many of them lack practical experience management activities.

For teachers, two circumstances have the greatest psychological burden: the possibility of personal and professional self-realization and satisfaction with the leadership style of the teaching staff. There is a current assertion that the main cause of conflicts in the teaching staff is dissatisfaction with the material reward for their work and low level Society's recognition of the teaching profession has not been categorically confirmed. How can this be explained? In our opinion, the high civic responsibility of our teachers, which corresponds to their social purpose as the intelligentsia, as well as the doom of the salary they receive.

School directors note that they have friendly relations with members of teaching staff. Teachers, in turn, note that these relationships are only formal. This disproportion in the answers (37.9% and 73.4%) suggests that many school principals do not have an objective idea of the actual relationship between them and the teaching staff. The study showed that school principals have a very limited arsenal of tools for conflict regulation.

It has been established that teachers aged 40 to 50 years often perceive control over their activities as a challenge that threatens their authority; after 50 years, teachers experience constant anxiety, which often manifests itself in severe irritation, emotional breakdowns leading to conflicts. The presence of crisis periods of personality development (for example, a midlife crisis) also exacerbates the possibility of conflict situations.

Every fifth teacher considers the situation in the teaching staff to be quite difficult. The majority of directors believe that existing conflicts do not destabilize the work of the team. This once again confirms the underestimation by school leaders of the existing problem of conflicts in teaching staff.

An analysis of the relationships that have developed in teaching teams showed that the majority of teachers (37.9%) noted that they had friendly relations with the school administration and (73.4%) of the surveyed teachers noted that they had friendly relations with their work colleagues .

Specific causes of teacher-teacher conflicts.

1. Conflicts caused by the peculiarities of relations between subjects of pedagogical conflicts:

Between young teachers and experienced teachers;

Between teachers teaching different subjects (for example, between physics and literature);

Between teachers teaching the same subject;

Between teachers who have a title, official status (teacher of the highest category, head of a methodological association) and those who do not have them;

Between primary and secondary teachers;

Between teachers whose children study at the same school, etc.

Specific causes of conflicts between teachers whose children study at school may be:

Teachers' dissatisfaction with the attitude towards them to your own child your colleagues;

Insufficient assistance and control over the own children of teachers-mothers due to the enormous professional workload;

The peculiarity of the position of the teacher’s child in school society (always “in sight”) and the mother-teacher’s feelings about this, creating a constant “field of tension” around her;

It is extremely common for teachers to contact their colleagues whose children are studying at school with requests, comments, and complaints about their child’s behavior and studies.

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Conflict management in the teaching staff

In any group there will definitely be people with different interests, requests, and needs. This means that in any group of people there is always room for disagreements and conflicts to arise. The teaching staff is no exception. There are different definitions of conflict. Most often, we talk about conflict when there is a clash of divergent interests, opinions, aspirations or points of view of two or more people.

Since conflicts often lead to disputes, quarrels between people, and sometimes to the destruction of relationships, the question arises: is it possible to somehow avoid them? Alas, we have to admit that even among two communicating people there cannot be absolute unanimity and an exact coincidence of views on all issues. Consequently, conflict situations may arise. However, experts also note the positive aspects of conflicts: the clash of desires and opinions forces a better study of emerging problems and stimulates the development of creative approaches to solving them.

Is it possible to reduce the destructive power of conflicts or even derive some benefit from them? It turns out that it is possible if you understand in more detail their “structure” and the peculiarities of their “flow”.

Various conflict theories presented today in the scientific literature try, first of all, to understand the causes of conflicts. Let’s try to figure it out, using the concept of professional positions developed by Moscow and Perm scientists (S. I. Krasnov, R. G. Kamensky, V. R. Imakaev, S. V. Shubin).

According to the proposed concept, each employee of any organization takes a certain position in relation to the professional activity that he performs. This position is determined by whether he has sufficient means (tools, knowledge, skills, experience) to carry out his activities, as well as by whether this activity corresponds to his value orientations, that is, whether he considers his professional activity valuable, important, whether he ultimately wants to do it.

The presence/absence of funds and compliance of the activities performed with value orientations determines the four professional positions of employees.

The “learner” position is demonstrated by employees who consider their professional activities valuable and important, who are interested and inspired by this activity, but who do not have enough experience and knowledge to perform their work truly effectively and efficiently. In fact, their position is conventionally called “student”, since they constantly strive to learn something new, expand their knowledge, and gain the necessary experience by reading specialized literature, attending courses and trainings. This position is often demonstrated by recent university graduates.

In any organization there are employees who consider their work itself a reward, do it with pleasure, “put their soul into it” and usually successfully cope with all problems that arise. professional problems. The authors of the concept propose to call this position “professional.”

There are workers who have the necessary skills and experience to perform their activities very well and who could work better than is currently the case. But... for that kind of money? In such conditions?.. In general, they don’t see much point in straining themselves, although, as a rule, they complete the minimum amount of work required for their rate with acceptable quality. It is proposed to call their position “specialist”.

And finally, in every organization there are employees who, in general, ended up in this job by accident. They don't like it too much, and its performance leaves much to be desired. However, they have adapted and have good relationships with many members of the team, since they are happy to organize informal celebrations of birthdays and other holidays on their own initiative, and they like to talk about the difficulties of their work, for example, as a teacher. In addition, they know that any inspections usually do not evaluate quality real work, and the quality of filling out all kinds of reports and other papers, therefore they keep their documentation in exceptional order. This position can rightfully be called a “simulator”.

Researchers point out that managing employees occupying one or another professional position requires its own special approach. So, for successful work, a “student” needs instructions, a detailed step-by-step algorithm of actions. Then he is guaranteed not to “break the woods.” The “professional” can be given relative freedom. It makes sense to provide it with everything necessary for work, and, in addition, most likely, it will need to be protected, since “specialists” and “imitators” look unimportant against its background, and therefore try to “squeeze” it. “Specialists” are well stimulated to work by a contract - from oral agreements to a written employment contract stipulating all the conditions of their work (volume, quality, money, etc.). But “imitators” are only affected by direct pressure, threats of punishment, accusation and similar techniques, which are collectively called “manipulation”.

Appears to be inappropriate for the position managerial approach This is precisely the cause of most industrial conflicts. For example, giving freedom to a “student” causes him to feel thrown “in the middle of the river” and left without help, and, consequently, a serious resentment towards the “indifferent” leader. The contract is scary, since the “student” often cannot fulfill it due to insufficient professional competence. Well, strict demands and pressure will turn the “student” into a “simulator”, since he cannot demonstrate real achievements in his work, but the manager demands.

Instructions and algorithms of activity offered to a “professional” will only irritate him - he can cope with the job just fine without them. The agreement will confuse him; he will perceive it as a sign of mistrust. But pressure and threats will certainly force you to look for another place of work.

For the same reasons, instructions and algorithms issued to a “specialist” will not lead to the desired success. Providing relative freedom and security will not work either - a “specialist” can work, he can, but he just doesn’t want to, he doesn’t see the point. Attempts to force him to work better by “tightening the screws,” using threats, immediately cause protest on his part and written complaints to higher authorities. It is the “specialists” who most often write complaints against managers, because, as already mentioned, they know how to work, can demonstrate this ability, and, therefore, are not afraid of inspections - they know that, first of all, the manager will suffer.

The “simulator” will not use the algorithms and work instructions, since this activity is not interesting to him. The contract will not work either - the “imitator” does not know how to work properly and will probably not be able to comply with its terms of the contract. He will accept the provision and protection with enthusiasm, but this will not affect the results of the (zero) work.

Thus, the above diagram often allows us to understand the origins of industrial conflicts and take the necessary measures to resolve them.

More detailed information about their “structure” can be no less valuable for resolving conflict situations.

As already mentioned, any conflict represents some problem in connection with which it occurred. In addition to the problem, there is a whole set of emotions that arise among the participants in the conflict, accompany their dispute and prevent them from constructively correcting the situation that has arisen. Often it is emotions that lead to the destructive consequences of clashes of opinions. Therefore, problem solving and emotion management skills can greatly help in resolving conflicts. Let's take a closer look at these skills.

What are the problems? There are many different classifications of them. It seems convenient to us to divide them into: legal, the methods for solving which are clearly defined by legal norms (for example, violation of labor discipline by an employee); creative, the solution of which requires the use of special technologies, for example, “ brainstorming"; and, finally, everyday, everyday problems, the solution to which is not predetermined by anyone and depends on many unique features of this particular situation.

It is believed that almost any problem can be solved if you use the following algorithm.

Understanding the task and choosing a goal (that is, you actually need to answer two questions: what is (happening) now, but does not satisfy me? How do I want it to be?).
Enumerating or inventing options for your further actions (you can simply give free rein to your imagination and write down everything that comes to mind).
Analyzing these options and choosing the best one.
Implementation of the decision made.
Analysis of results and correction, correction (if necessary) of activities.

Using the above algorithm, we can solve emerging problems and contradictions. There are also several considerations for dealing with the emotions that arise.

An important skill that contributes to the prevention and constructive resolution of conflicts is the ability to evoke sympathy. What pleases most people? As a rule, people are pleased when they are given compliments, praised, flattered, told about what they like, what interests them, do not talk about what is unpleasant for them, give gifts, treat them to what they like, emphasize their status, they listen carefully, ask for advice, smile at them, help them overcome difficulties, agree with their opinions, etc. Obviously, a person who demonstrates the listed behavior options will arouse sympathy among his interlocutors. Sympathy, in turn, will not allow negative emotions to flare up.

A separate cause of many conflicts is criticism. How to deal with a situation where you are criticized without provoking a conflict? V. G. Romek in his book “Training Confidence in Interpersonal Relationships” suggests considering two options - when they criticize fairly and unfairly.

If you think criticism is unfair to you:

- do not respond to rudeness with rudeness, listen carefully to reproaches and complaints;

- reformulate the words addressed to you into neutral, generally valid statements, general ideas with which it is difficult to disagree, for example:

Critical note. Possible answer.

If you think you are being criticized fairly:

- let your opponent speak, listen to him carefully;

— retell the words with which you are ready to agree;

- highlight real individual complaints and ask about them;

- reformulate problems into tasks or rules for the future;

- try to evoke sympathy.

For example:

To you: Disgrace! You can't establish discipline in your class!

You: Indeed, today in the fifth lesson the guys were noisy. Did we interrupt your work?

To you: That’s right, I had independent work in the next classroom. The children were constantly distracted by your noise.

You: Well, I apologize to you. I will think through my lesson plans more carefully so that there is no time left for noise. Thank you for telling me about this, it means a lot to me.

In pedagogical and managerial practice, situations often arise when you need to make a demand or criticize. In such cases, you can use the following algorithm.

Criticism, demands (you criticize or demand):

- list specifically how things are, what exactly is happening and you are not satisfied;

- express your feelings about this;

— express your wishes on this matter (what to do);

- perhaps repeat several times;

- if necessary, say “otherwise...”.

For example:

You: Anna Nikolaevna, at the pedagogical council at the beginning of this school year, we adopted internal rules according to which the teacher must come to school no later than 20 minutes before the start of the lesson. Today you arrived just before the bell, that is, you were late. It’s very unpleasant for me to talk about this now, I want this not to happen again.”

To you: Sorry, I'm driving to work from afar, and today there was a terrible traffic jam on the road.

You: I understand that traffic jams on our roads, unfortunately, are not uncommon. And yet, at the pedagogical council at the beginning of this school year, we adopted internal rules according to which the teacher must come to school no later than 20 minutes before the start of the lesson. You are late today. This is very unpleasant for me, I want this not to happen again.

Praise and, if necessary, reprimand are constructed in a similar way.

- friendly touch (if there is contact with this person);

- looking into the eyes;

- say what was done correctly;

- be consistent.

- a description of what was done incorrectly;

— expression of one’s feelings about this (upset, irritated, alarmed, angry, offended, etc.);

- support;

- be consistent (if a reprimand is deserved, then it is expressed, even if everything else is fine).

Anyone can experience a wide variety of emotions. The emotions of anger, irritation, anger are normal human emotions that all people experience. The first step to mastering emotions is to acknowledge that you are actually experiencing them. Coping methods include physical exercise that requires energy, full deep breathing, relaxation techniques, replaying upcoming stressful situations in the head in advance, and distracting activities.

Managing your emotions is also helped by understanding that you cannot directly cause an experience in yourself, you can only create a situation (real or imaginary) that will cause this experience.

The famous psychologist F. E. Vasilyuk notes that the events that caused certain emotional experiences, are stored in our memory, in the brain - our most powerful biocomputer. But it is completely in our power! Let's try to remember unpleasant person; mentally draw on him donkey ears, a goat's beard, a cat's whiskers, Carlson's pants... Turn on the motor and let him fly away. What emotions does it evoke now? But we just changed the picture in our memory!

In general, you can change: dimensions, shape (compress, stretch, bend); repaint it in any color (both the object and the background), add details or remove them; make the motionless move (make it dance, crawl on its belly, etc.); create sound effects (different voices - male and female, make them recite, whisper, sing, whistle, etc.).

So, we have looked at some important skills that allow you to avoid conflicts in some situations, and if a conflict does arise, to get out of it with the least losses. Following the simple and obvious patterns of behavior described above will make our life, on the one hand, easier and clearer, and on the other, richer and more interesting.