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Introduction

A qualitatively new stage is currently observed in the development of domestic pedagogy. The problem of updating the modern education system is associated with a change in the pedagogical paradigm aimed at humanizing pedagogical science and school practice. However, when moving to new forms and methods of education and training, a modern teacher must be aware of the value of pedagogical ideas and experience accumulated in the past.

Conflicts are characteristic of all areas of human life. They are an integral part of human relations and therefore exist as long as a person exists. Modern science views conflicts as an inevitable phenomenon of social life, arising from the properties of human nature.

Scientific research has proven that by its nature, professional educational activity, as one of the main spheres of human interaction in society, is largely subject to conflict. As rightly noted by A.A. Bodalev, the situation when one person influences another is a situation of interaction, and therefore the effect of influence, as a rule, is associated with the nature of the relationships between the characteristics present in both one and the second person.

As practice shows, it is the individual psychological characteristics of members of the teaching staff that create a predisposition to the emergence of pre-conflict situations among various categories of employees.

In the process of pedagogical interaction, there is often a lack of mutual understanding and the emergence of conflicts between all participants in the pedagogical process: students, teachers, parents, etc. For pedagogy, the study of conflict is especially important important.

The teacher needs to create a favorable, benevolent atmosphere in the group, since an unfavorable climate makes it difficult, and sometimes impossible, to have a normal, satisfying life in an educational institution. Atmosphere interpersonal relationships created by people themselves. By their actions they can disrupt the optimal proportion of its constituent elements. But it is within the power of the teacher to change it so that a climate is established that is conducive to personal development and equal existence of the entire teaching staff. To date, science has accumulated a significant amount of knowledge that allows us to study the problem of conflict in various aspects.

To effectively solve emerging problems in a teaching team, each member needs to acquire the necessary level of theoretical knowledge and practical skills in behavior in conflict situations, as well as knowledge about the causes and methods of resolving conflicts.

Goal: to find out the essence of the concept of “conflict”, the features of conflicts in teaching teams.

The object of the study is teaching staff.

The subject of the study is conflict.

1. Study the theoretical foundations of the concept of conflict.

2. Identify the state of the problem under study, clarify the conceptual apparatus of the study, and study the causes of conflicts.

3. Identify types of conflicts, stages of a conflict situation, consider the structure of the conflict.

4. Clarify the understanding of the peculiarities of the emergence of conflicts in the teaching staff.

5. Learn ways to resolve conflicts.

Research methods: theoretical analysis of literature on the research topic; Methods for studying teaching experience: observation.

The degree of knowledge of the topic. It seems quite natural that teachers and psychologists were the first to study conflicts in Russian science. In the 20-30s L.S. Vygotsky, A.S. Zaluzhny et al. studied contradictions in the process of raising children without focusing on the problem of conflict. In 1964, an article by B.T. was published. Likhachev "On conflict in a children's team." Since the mid-70s, there has been a steady increase in the interest of teachers in studying the problem of conflict.

Currently, the problem of conflict and its prevention is being studied in pedagogy in the following areas: analysis of conflicts in the pedagogical process (Rybakova M.M., Sokolova E.A.); conflicts in teaching teams and ways to overcome them (Bashkatov I.P., Pelenev A.F., Chistyakova T.A.); overcoming conflicts in teams of students (S.G. Schumann, M.M. Khvil, M.M. Yashchenko); training teachers to prevent and resolve conflicts in teaching teams and among students (Boltunova G.M., Lishin O.V., Novodvorskaya M.O.). The problems of preventing conflicts among military personnel (Antsupov A.Ya., Galitsky V.P., Podolyak Y.V., Shipilov A.I.), preventing conflicts between teachers and parents (Dundua Sh.M.), etc. are also being actively studied. There are a number of domestic and foreign studies that propose various approaches to understanding personnel management based on non-conflict communication and behavior (Vakorin A.V., Efremov O.Yu., Kikot V.Ya., Skopylatov I.A., Utkin E. A., Siegert W., Lang L., Carnegie D., Parkinson D., Robert M., Thielmann F., Fischer R., Urey U.)

Pedagogical conflictology is a theoretical and applied direction, the main purpose of which is to study the nature and causes of pedagogical conflicts, to develop methods for their practical regulation and resolution. Pedagogical conflictology is considered by scientists (A.S. Belkin, V.D. Zhavoronkov, V.I. Zhuravlev, I.S. Zimina) as a science about the harmony of human relations. Within the framework of conflictological issues, the attention of scientists is directed to the study of conflicts in groups of schoolchildren, the conflictological competence of a teacher, pedagogical intervention in conflicts, ways to prevent and resolve them (V.M. Basova, S.V. Berezin, A.V. Kosharny, O.N. . Lukashonok, I.P. Prokopyev, M.M. A study is being conducted on the essence of conflicts, the causes of disagreements in teaching teams (E.I. Kirshbaum, A.F. Pelenev, T.A. Chistyakova). The features of preparing future teachers for conflict resolution in the pedagogical process are studied (A.Kh. Batchaeva, L.I. Belozerova, G.M. Boltunova, M.M. Rybakova, L.V. Simonova, N.E. Shchurkova).

Structurally, the work consists of an introduction, two parts, a conclusion and a list of references.

1. Theoretical foundations of the concept of “conflict”

1.1 Definition of conflict

The classics of theoretical conflictology did not give a clear definition of the concept of “conflict”. Only from their general statements can one imagine some approaches to what conflict is.

One group of sociologists believes that conflict should include a special variable - disagreement (Derendorff) (1; p. 34). According to other sociologists, conflict exists when there are removable disagreements or conflicting interests (Thomas, Axeldorf) (1; p. 34).

For third representatives of conflictology, conflict arises in cases where disagreements involve opposing types of behavior. According to the concept of behavioral psychologists, conflict is understood as a conscious confrontation between individuals or groups with conflicting interests in order to pursue their own interests at the expense of the interests of others (1; p. 36).

The socio-psychological scientific movement means by conflict an abnormal, deformed state of feelings, attitudes and relationships between different parties.

Let us define the concept of “conflict”.

Conflict (from the Latin conflictus clash) is a confrontation between social actors in order to realize their conflicting interests, positions, values and views. And in this and in many other definitions belonging to authors representing various directions in science, conflict is primarily associated with a contradiction or one of its moments - the struggle of opposites (1; p. 36).

In psychology, conflict is defined as “a collision of oppositely directed, mutually incompatible tendencies, a single episode in consciousness, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences.”

This shows that the basis of conflict situations in a group between individuals is a clash between opposing interests, opinions, goals, and different ideas about how to achieve them.

1.2 Typology of conflict. Causes of conflicts

In social psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis. So, for example, the conflict can be intrapersonal between family sympathies and the manager’s sense of duty), interpersonal (between the manager and his deputy regarding a position, a bonus between employees); between an individual and the organization to which he belongs; between organizations or groups of the same or different status (3; p. 54).

It is also possible to classify conflicts horizontally (between ordinary employees who are not subordinate to each other), vertically (between people who are subordinate to each other) and mixed, in which both are represented (3; p. 54) . The most common conflicts are vertical and mixed. On average they make up 70-80% of all others. They are also the most undesirable for a leader, since in them he is, as it were, “tied hand and foot.” The fact is that in this case, every action of the manager is considered by all employees through the prism of this conflict.

Classification according to the nature of the reasons that caused the conflict is also acceptable. It is not possible to list all the reasons for the conflict. But in general, it is caused, as R.L. Krichevsky points out in the book “If you are a leader,” by the following three groups of reasons, conditioned by:

Labor process;

Psychological characteristics of human relationships, that is, their likes and dislikes, cultural, ethnic differences between people, the actions of the leader, poor psychological communication, etc.;

Personal identity of group members, for example, inability to control their emotional state, aggressiveness, lack of communication, tactlessness (3; p. 55).

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 in the individual himself (3; p. 56). 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 job demands that are inconsistent 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 (3; p. 57) 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 struggle between a manager for limited resources, labor, and finances. 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 (3; p. 57).

Conflicts are distinguished by their significance for the organization, as well as the method of resolving them. There are constructive and destructive conflicts (3; p. 59).

Constructive conflicts are characterized by disagreements that affect fundamental parties, problems of the life of the organization, and its members, and the resolution of which takes the organization to a new higher and more effective level of development.

Destructive conflicts lead to negative, often destructive actions, which sometimes develop into squabbles and other negative phenomena, which leads to a sharp decrease in the effectiveness of the group or organization.

Based on the duration of their occurrence, conflicts can be divided into short-term and protracted (3; p. 59).

Short-term ones are the result of misunderstandings or mistakes that are quickly realized. Protracted ones are associated with deep moral psychological trauma or objective difficulties. The duration depends on the subject of the controversy, on the character traits of the people involved.

By nature, conflicts are usually divided into objective and subjective (3; p. 60). Objective ones are associated with real existing problems, shortcomings, and violations. Subjective ones are caused by differences in personal assessments of events or relationships between people.

Conflicts are classified according to the degree of their reaction to what is happening: fast-moving, acutely long-term; mild, sluggish; mild, fast-flowing conflicts (3; p. 61).

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

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

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 similar 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.

1.3 Main stages of the conflict

In the process of its development, the conflict goes through several stages, which are not mandatory. The duration of the stages also varies. But their sequence in any conflict is the same. Let us consider here the most generally accepted taxonomy (3; p. 70).

Pre-conflict situation. This is an increase in tension between potential subjects of conflict caused by certain contradictions. But contradictions do not always develop into conflict. Only those contradictions that are perceived by potential subjects of conflict as incompatible lead to an aggravation of social tension. But most often at this stage there are already some prerequisites for conflict. If tension in relationships does not result in open conflict clashes and such a clash of things persists for quite a long time, then it is called a potential or latent (hidden) conflict.

The pre-conflict situation can be divided into three phases of development, which are characterized by the following features in the relationship between the parties:

The emergence of contradictions regarding a certain controversial object; growing mistrust and social tension; presentation of unilateral or mutual claims; reduction of contacts and accumulation of grievances;

The desire to prove the legitimacy of one’s claims and accusing the enemy of unwillingness to resolve controversial issues by “fair methods”; being locked into one's own stereotypes; the emergence of prejudice and hostility in the emotional sphere;

Destruction of interaction structures; transition from mutual accusations to threats; increase in aggressiveness; “forming an image of the enemy” and setting up to fight him.

Thus, the conflict situation is gradually transformed into an open conflict. But in itself it can exist for a long time and not develop into a conflict. For a conflict to become real, an incident is necessary.

An incident is a formal occasion, a case for the start of a direct clash between the parties. An incident can happen by accident, or it can be provoked by the subject (subjects) of the conflict, or be the result of the natural course of events. It happens that an incident is prepared and provoked by some “third” force, pursuing its own interests in a supposed “alien” conflict.

There are four types of incidents based on the nature of their occurrence:

Objective, targeted incidents.

Objective untargeted incidents.

Subjective targeted incidents (a person goes into conflict to solve his problems).

Subjective untargeted (the interests of two or more parties accidentally collided) incidents.

The beginning of open confrontation between the parties is the result of conflict behavior, which is understood as actions aimed at the opposing party with the aim of capturing, holding a disputed object or forcing the opponent to abandon his goals or change them. Conflictologists identify several forms of conflict behavior:

Active conflict behavior (challenge);

Passive-conflict behavior (response to a challenge);

Conflict-compromise behavior;

Compromising behavior.

Every conflict is unique to a certain extent. Three main phases in the development of the conflict can be distinguished:

The transition of a conflict from a latent state to open confrontation between the parties. The fight is still being carried out with limited resources and is local in nature. The first test of strength occurs. At this stage, there are still real opportunities to stop the open struggle and resolve the conflict by other methods;

Further escalation of confrontation. To achieve their goals and block the enemy’s actions, new resources of the parties are introduced. Almost all opportunities to find a compromise are missed. The conflict is becoming increasingly unmanageable and unpredictable;

The conflict reaches its climax and takes the form of a total war using all possible forces and means. The main goal of the confrontation is to inflict maximum damage on the enemy. This stage is also called conflict escalation (from the Latin Scala - ladder), i.e. here the conflict, as it were, “steps along the steps”, being realized in a series of individual acts - actions and reactions of the conflicting parties.

Climax. This stage occurs when the escalation of the conflict leads one or both parties to take actions that seriously damage the cause that binds them (or their family ties, or friendly relations). Climax is the highest point of escalation. At its climax, the conflict reaches such an intensity that it becomes clear to both sides that it should no longer be continued. The climax directly brings the parties to the realization of the need to interrupt both further aggravation relations, as well as strengthening hostile actions and looking for a way out of the conflict in some other way.

Escalation does not necessarily end in climax. Here there is a “limit of tolerance”, when exceeded, the participants in the conflict get tired of their confrontation, and they have a desire to somehow resolve differences.

Conflict resolution. The duration and intensity of the conflict depends on the goals and attitudes of the parties, resources, means and methods of fighting, reactions to the environmental conflict, symbols of victory and defeat, available (and possible) methods (mechanisms) for finding consensus, etc.

At a certain stage in the development of the conflict, the opposing sides’ ideas about the capabilities of their own and the enemy may change significantly. There comes a moment of reassessment of values, due to new relationships, the balance of power, awareness of the real situation - the impossibility of achieving goals or the exorbitant price of success. All this stimulates a change in tactics and strategies of conflict behavior. In this case, the conflicting parties begin to look for ways of reconciliation, and the intensity of the struggle, as a rule, subsides. From this moment the process of ending the conflict actually begins, which does not exclude new aggravations (3; p. 75).

At the conflict resolution stage, possible scenarios for the development of events:

The obvious superiority of one of the parties allows it to impose its conditions for ending the conflict on the weaker opponent;

The fight goes on until one of the sides is completely defeated;

The struggle becomes protracted and sluggish due to lack of resources;

The parties make mutual concessions in the conflict, having exhausted resources and without identifying a clear (potential) winner;

The conflict can be stopped under pressure from a third force.

Methods for ending a conflict are aimed mainly at changing the conflict situation itself, either by influencing the participants, or by changing the characteristics of the object, or in other ways. Let's name some of these methods:

Elimination of the object of conflict;

Replacing one object with another;

Elimination of one side of the conflict;

Changing the position of one of the parties;

Changing the characteristics of the object and subject of the conflict;

Obtaining new information about the object or creating additional conditions;

Preventing direct or indirect interaction between participants;

The parties to the conflict come to a common decision or resort to arbitration, subject to submission to any of its decisions.

Negotiation. The final stage of the conflict resolution stage involves negotiation. Usually one of the conditions for starting the negotiation process is a temporary truce.

Negotiations involve a mutual search for a compromise between the conflicting parties and include all kinds of procedures:

Recognizing the existence of a conflict;

Approval of procedures, rules and regulations;

Identification of the main controversial issues;

Research of possible solutions to the problem;

Finding an agreement on each controversial issue and resolving the conflict as a whole;

Fulfillment of all accepted mutual obligations.

The negotiation process can be based on a compromise method, based on mutual concessions of the parties, or a consensus method, focused on jointly solving existing problems.

Negotiation methods and their results depend not only on the relations between the warring parties, but also on the internal situation of each party, relations with allies and other non-conflict factors (3; p. 76).

Post-conflict stage. The end of direct confrontation between the parties does not always mean that the conflict is completely over. The degree of satisfaction or dissatisfaction of the parties with the concluded peace agreements will depend on the following provisions:

To what extent was it possible to achieve the pursued goal during the conflict and subsequent negotiations;

What methods and methods were used to fight;

how great are the losses of the parties;

How great is the degree of infringement on the self-esteem of one or another party;

Did the peace manage to relieve the emotional tension of the parties;

What methods were used as the basis for the negotiation process;

To what extent was it possible to balance the interests of the parties;

Whether the compromise was imposed by one of the parties or a third force, or was the result of a mutual search for a solution to the conflict;

What is the reaction of the surrounding social environment to the results of the conflict.

The post-conflict stage marks a new objective reality: a new balance of power, new relationships of opponents to each other and to the surrounding social environment; a new vision of existing problems and a new assessment of one’s strengths and capabilities.

1.4 Structure of the conflict

In addition, each conflict also has a more or less clearly defined structure . In any conflict there is an object of a conflict situation, associated either with technological and organizational difficulties, peculiarities of remuneration, or with the specifics of business and personal relations of the conflicting parties.

The second element of the conflict is the goals, subjective motives of its participants, determined by their views and beliefs, material and spiritual interests.

And finally, in any conflict it is important to distinguish the immediate cause of the conflict from its real causes, which are often hidden.

It is important for a practicing leader to remember that as long as all the listed elements of the conflict structure exist (except for the reason), it cannot be eliminated. An attempt to end a conflict situation by force or persuasion leads to its growth and expansion by attracting new individuals, groups or organizations. Therefore, it is necessary to eliminate at least one of the existing elements of the conflict structure.

Conclusion: in this chapter, a definition of conflict was given, the causes of conflict were studied, types of conflicts, stages of a conflict situation were identified, and the structure of the conflict was examined.

2. Conflicts in the teaching staff

2.1 Features of conflicts in the teaching staff

Specifics pedagogical work is 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 (1; p. 12), proceeds individually, as the work of a single person. Working with the student body one on one, The teacher, as a rule, is under severe mental stress, because he must actively regulate both his own behavior and the behavior of students in various situations “Such an initially increased neuropsychic load increases the likelihood of maladaptive regulation of the intellectual and emotional sphere” (1; p. 12).

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 the normal development of personality and the 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 a common 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.

IN pedagogical activity reflects the general patterns of objective reality, reality. It would be incorrect to try to determine the causes of conflicts that relate specifically to teaching practice. In his professional activity, a teacher 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 (4; p. 43)

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. A 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 (6; p. 12).

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. With enough experience teaching activities, many of them lack practical experience in 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 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, often manifested in severe irritation and 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 (4; p. 61).

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 existing problem conflicts in teaching teams.

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 of their colleagues towards their own child;

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.

2. Conflicts “provoked” (usually unintentionally) by the administration of the educational institution:

Biased or uneven distribution of resources (for example, classrooms, technical teaching aids);

Unsuccessful selection of teachers in one parallel in terms of their psychological compatibility;

Indirect “collision” of teachers (comparison of classes in terms of academic performance, performance discipline, elevation of one teacher at the expense of humiliation of another, or comparison with someone else).

Each of the conflicts is caused by its own reasons. Let us consider, for example, the possible causes of conflicts between a novice specialist and a teacher with extensive experience in school. A lack of understanding of the role of life experience in assessing the environment, especially the behavior and attitude of young teachers towards the teaching profession, often leads to the fact that a teacher over fifty years of age more often fixes his attention on the negative aspects of modern youth. On the one hand, the canonization of one’s own experience, the opposition of the moral and aesthetic tastes of generations by experienced teachers, on the other hand, inflated self-esteem and professional mistakes of young teachers can serve as causes of conflicts between them (4; p. 72).

A more in-depth study of the causes of conflicts of the “Teacher-teacher” type is one of the promising areas of research into pedagogical conflicts in school.

It seems important to designate the structure of the reasons that provoke the manifestation of a conflict-generating state of both the individual student or teacher and the school society itself. Knowledge of these reasons allows us to objectively determine the conditions that give rise to them. And therefore, by influencing these conditions, it is possible to purposefully influence the manifestation of real cause-and-effect relationships, that is, what determines the emergence of a conflict and the nature of its consequences.

In pedagogy and psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis. 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. Based on their duration, conflicts can be divided into short-term and protracted. By nature, conflicts are usually divided into objective and subjective. According to their consequences: constructive and destructive. Conflicts are classified according to the degree of their reaction to what is happening: fast-moving; acute long-term; mild, sluggish; mild, fast-moving conflicts. Knowing the causes and conditions school conflicts, you can better understand the nature of the conflict itself, and therefore determine methods of influencing it or models of behavior during it. The specificity of pedagogical work lies in the fact that the work of a teacher proceeds individually. Working with the student body one on one, the teacher, as a rule, is under strong mental stress; he must actively regulate both his own behavior and the behavior of students in various situations. 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 the normal development of personality and the effectiveness of the educational process.

Among the many socio-psychological problems associated with improving the activities of work collectives, the problem of regulating interpersonal conflicts occupies a special place.

Experience shows that conflicts are most frequent in complex teams that include workers with specific but closely interrelated functions, which creates difficulties in coordinating their actions and relationships in both business and personal contacts. These groups include the teaching staff.

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

Reveal the main factors influencing conflict in the teaching staff.

Many scientists have been and are working on this problem.

For example, Weissman obtained results according to which conflict depends on the size of the team and increases if these sizes exceed the optimal ones. Golubeva writes that conflict between subordinates and managers is higher when the latter do not directly participate in the main, professional activities of the team they lead, but perform only administrative functions.

The concept of “conflict” is closely related to the concept of “compatibility”. Compatibility is a bipolar phenomenon: its degree varies from complete compatibility of group members to their complete incompatibility. The positive pole is found in agreement, in mutual satisfaction, the negative pole more often manifests itself as conflict. Agreement or conflict can be not only a consequence of compatibility or incompatibility, but also their cause: situational manifestations of agreement help to increase compatibility, while the emergence of conflicts reduces it. Conflict is, first of all, a form of expression of situational incompatibility, which has the character of an interpersonal clash that arises as a result of one of the subjects committing actions that are unacceptable for another person, causing resentment, hostility, protest, and reluctance to communicate with this subject on his part.

Interpersonal conflict is most clearly manifested in the disruption of normal communication or its complete cessation. If communication does take place, it is often destructive in nature, contributing to the further separation of people and increasing their incompatibility. But a single, non-recurring conflict only indicates the situational incompatibility of individuals. These types of conflicts, when resolved positively, can lead to increased compatibility within the group.

The most compelling and typical basis for conflict is the violation of established norms of labor cooperation and communication by one of the group members. Therefore, the clearer the norms of cooperation (recorded in official documents, in the requirements of managers, in public opinion, customs and traditions), the less conditions for the emergence of disputes and conflicts among participants in common activities. In the absence of clear norms, such activities inevitably become conflict-prone. In general, an increase in the degree of generality of activities and the complication of interaction between its participants lead to increased requirements for the level of their compatibility. When interactions become very complex, the likelihood of inconsistencies and misunderstandings seems to increase. The latter can be excluded only if there is a high degree of compatibility among group members. But common activity also has the ability to form anti-conflict mechanisms: it contributes to the development of uniform norms and requirements, the ability to coordinate one’s actions with the actions of others. Apparently, as the overall activity becomes more complex, there is often only a temporary increase in the degree of conflict among group members. It follows that conflict in certain cases can act as an indicator of the process of positive development of the group, the formation of a single group opinion, common demands in open struggle.

The concept of conflict should be distinguished from the concept of conflict. By conflict we mean the frequency (intensity) of conflicts observed in a given individual or in a given group.

Based on the foregoing, we can conclude that the factors influencing conflict are, in general, the same as the factors that determine the compatibility and incompatibility of people.

What are these factors? We can distinguish two main groups of factors influencing compatibility in a team - objective characteristics of collective activity and psychological characteristics of its members. Objective characteristics of activity are expressed primarily in its content and methods of organization.

Depending on the sphere of manifestation, the psychological characteristics of workers that influence their conflict potential can be divided into functional and moral-communicative. The first of them reflect the requirements in professional activity, the second - in interpersonal communication.

Moral and communicative factors should have the greatest influence on conflict at the intragroup level:

Teachers work relatively independently of each other and at the same time are closely connected with each other in terms of interpersonal communication. As for functional factors, they apparently play a decisive role in the emergence of conflicts between managers and subordinates.

2.2 Causes of conflicts

Violation of labor cooperation by one of the team members.

Most conflicts are related to violations of the norms of business interaction, i.e. due to functional reasons: dishonesty, lack of discipline.

If the norms of cooperation are clearly fixed, then there are fewer conditions for its emergence (6; p. 13).

The possibility of conflicts is reduced when a leader knows how to properly perceive criticism. It also decreases with the simplicity and modesty of the leader’s communication with subordinates, the ability to convince people, consult with subordinates, and listen to their opinions; if the requirements made by the manager to the subordinates are justified, there is clarity and consistency, and the manager’s ability to organize the work activities of the subordinates.

To prevent intragroup interpersonal conflict among teachers, it is necessary:

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

Accept criticism from your colleagues.

Show politeness, tact, and respect towards each other.

Discipline in work (6; p. 13).

To reduce conflict with subordinates, the manager must:

Objectively evaluate the work of your subordinates.

Show concern for them.

Effectively use the method of persuasion.

Improve the style of your organization (6; p. 14).

Emotional well-being in a team is determined by the leadership style of this team on the part of the administration.

2.3 Ways to resolve conflicts

Before you react to another person’s action, you need to find out why this person acted this way and not otherwise.

Encourage the parties to the conflict to establish direct contact with each other and openly discuss the conflict situation.

Create conditions for people in conflict to work so that they do not have contact with each other for a long time.

Inform all teachers when distributing bonuses and allowances wages(social justice and transparency).

Managers must improve the style of organizational work with subordinates.

Do not abuse official power.

Prevent and eliminate interpersonal conflicts (6; p. 14).

Conclusion for chapter 2. In this chapter, the features of the conflict situation specifically in teaching teams were studied. The specificity of pedagogical work lies in the fact that the work of a teacher proceeds individually. Working with the student body one on one, the teacher, as a rule, is under strong mental stress; he must actively regulate both his own behavior and the behavior of students in various situations. 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 the normal development of personality and the effectiveness of the educational process.

The issue of conflict management in the teaching staff follows from the understanding of conflicts as an integral side of social processes, as their source and driving force of people's creative activity, but at the same time as a determinant of problems and difficulties of development. If conflict were understood only as pathological phenomenon in society, leading to disorganization social system, to the disruption of its normal functioning, then the main problem of attitude towards the conflict would be reduced to its elimination - abolition, suppression, speedy resolution. Recognition of conflict as a natural phenomenon in society, moreover, as a driving force of development, expands and deepens the problem of dealing with it. The concept of “conflict management” expresses its essence. Thus, conflict management in the teaching staff is a purposeful impact on the conflict process, ensuring the solution of socially significant problems. It includes conflict forecasting; preventing some and at the same time stimulating others; ending and suppressing conflicts; regulation and permission.

conflict teaching staff

Conclusion

This work is devoted to conflicts in teaching teams.

In the first part of the work, a definition of conflict was given, the causes of the conflict were studied, the types of conflicts, the stages of a conflict situation were identified, and the structure of the conflict was considered.

In the second part of the course work, the features of conflict situations specifically in teaching teams were examined.

We can conclude that this problem is very important today in modern system education. But at the same time, it is underdeveloped.

This begs the question, why did this situation arise? After all, a favorable resolution of the conflict depends on a favorable psychological climate, which, in turn, determines the quality of children’s education. Unfortunately, at present these problems are not yet recognized by everyone. Thus, according to one study conducted in 2009 among school staff in Moscow, only 2.5% of school principals are trying to master the ideas of cooperation pedagogy, only 2.3% of them are interested in issues of self-government. But the director plays the most important role in the cohesion of the teaching staff.

Also underdeveloped is the problem of adaptation of young specialists in the teaching staff. After all, young teachers simply need to know how to behave in a new team, since the members of the new team will also be wary of the “newcomer”.

Currently, they are trying to pay more and more attention to the study of this problem, because without knowing what to do in a conflict situation, you can make irreparable mistakes. Today, science has accumulated a significant amount of knowledge that allows us to study the problem of conflict in various aspects, so it is enough to thoroughly study this issue and apply the acquired knowledge in practice.

Prevention of conflicts in the teaching staff of preschool educational institutions

In everyday life, a person deals with a wide variety of situations. Their totality, manifested both at work and at home, forms a person’s living space.

Among these situations, those that require a person to search for new solutions and energy costs stand out. Typical life situations of this kind are conflicts.

Conflict - this is a contradiction perceived by a person as a significant psychological problem for him, requiring its resolution and causing activity aimed at overcoming it.

The teaching staff, like any other, has its own specifics. The main specificity of the kindergarten team is that the main contingent is women. This fact has an additional impact on the quantity and quality of conflicts.

Participants in the conflict may be:

Administration (head, deputy head of ACh, senior educator).
Teachers (educators, educators with specialization, specialists (speech therapist, physical education instructor, etc.)).
Parents.

Let's look at the most common conflicts in preschool institution and the reasons for their occurrence:

1. Educator - educator

Reasons: personal antipathy, disagreement of points of view on professional issues, jealousy of relationships with parents and children, a feeling of one’s own unfulfillment.

2. Senior teacher - teacher

Reasons: lack of teacher interest in implementing educational programs and in their results, the teacher ignores the proposals of the senior teacher and new developments. Lack of a constructive model of interaction between senior educator and educator.

3. Head - senior teacher

Disagreements regarding the implementation of various programs, ignoring each other's pedagogical principles and views.

4. Administration - educator

Excessive demands and inadequate assessment of work. Inconsistency of the teacher’s activities with the expectations of the administration, dissatisfaction with the leadership style.

5. Educator - parent

Disagreements regarding the psychological characteristics of the child, the child’s inappropriate behavior in the group. Excessive demands on the child, inadequate assessment of the child’s abilities, insufficient attention to the child.

6. Parent - Administration

Lack of parental awareness of the activities of preschool educational institutions, specialists and their activities. Insufficient awareness of the administration about the family.

Any of these conflicts can have a positive impact on self-organization, goal achievement, and development of the teaching staff or, on the contrary, provoke instability, disorganization, and destroy established relationships and traditions.

When talking about predicting conflicts in preschool educational institutions, one should take into account the personal characteristics of educators, disagreements about professional activities, and the presence of stress factors in the educator.

More an effective way to prevent conflictsin the teaching staff - creating a favorable atmosphere, increasing the psychological culture of the administration and teachers, mastering techniques for self-regulation of emotional states in communication.

In order to prevent conflicts in the teaching staff of our kindergarten, I use the following working methods:

I. Study of the teaching staff.I use the following diagnostic techniques:

Methodology for determining the index of group cohesion of a team (Sishora).
Study of the psychological climate of the team (Lutoshkin’s diagram map).
Test “Study of the characteristics of response in a conflict situation” (K. Thomas).
Questionnaire “Relationships in the teaching staff.”
Studying the attractiveness of work.
Diagnostics of operability and compatibility.
Methodology for determining the leadership style of a workforce.
Diagnosis of the dominant psychological defense strategy.

The use of these methods (as personnel changes in the teaching staff, when drawing up development programs, experimental work programs, when summing up the results of work over a certain period of time) allows not only to identify interpersonal conflicts, but also to carry out preventive work to prevent conflict situations. Draw the attention of members of the teaching staff and administration to the possibility of various types of conflicts arising.

Based on the diagnostic results, I draw up psychological portraits of teachers, give recommendations on the placement of personnel (thus, personal antipathy can be excluded), and develop methodological recommendations(administration or teacher) to correct the style of communication with other employees of the preschool educational institution, the administration and parents of pupils, and the style of teaching activities. For the kindergarten administration, this makes it easier to coordinate the actions of employees, control and delegate authority.

II. Depending on the results obtained, together with the senior teacher, we build directions for further activities in working with the teaching staff:

1. Development of team cohesion:

joint events;
mobilizing the strength of team members to solve the problem;
training.

2. Working with personal problems:

referral to a specialist;
training sessions (development of auto-relaxation skills, communication skills, etc.);
connection of the administration with permission.

In practice, our kindergarten uses a number of recommendations for employees"Attention! Conflict!"

Objectively evaluate the work of your subordinates.
Show concern for them.
Do not abuse official power.
Effectively use the method of persuasion.
Improve your style of organizing work with subordinates.
Inform all teachers when distributing bonuses and salary increases (social justice and transparency).
Prevent and eliminate interpersonal conflicts.

Emotional well-being in a team is determined by the leadership style of this team on the part of the administration.

Tactics of behavior of teachers in situations of official conflict

In case of an official conflict, you can use the following methods for resolving it:

1. Understand the situation by answering the following questions:

How large is the share of subjective factors in the conflict, what are the sources of bitterness on one or both sides?
What goals might you be preventing the other party from achieving?
What personal barrier - attitudes, temperament, character, “nervousness” - have you encountered?
What is more important for the case - the possible consequences of the conflict or the problem itself due to which the clash occurred?

2. Be the first to take a step towards normalizing relations.Openly accept a share of the blame and offer to calmly find a solution acceptable to both parties.

3. Recourse to the opinion of a third, a disinterested and authoritative person who should consider the business side, not the emotional side of the conflict.

Responding to Conflict Behavior

A person will find himself in various life situations. And conflicts also often accompany us in life. How to react to such situations?

The main thing is an internal principled attitude.
Wisdom. A wise person, regardless of age, looks at everything from above and broadly; aggressiveness among people is a natural phenomenon and reacting to every attack will cost itself more.
Understanding the other. Why does a person behave in conflict? There can be many reasons. But most likely he cannot cope with any situation. Understand him, help him, or just pass him by.
Inner serenity and preservation of dignity. A mentally healthy person cannot be humiliated or insulted. “Here they can act basely, they cannot humiliate us!” If you know your worth, why would you believe the words of another? And you can make lemonade from a lemon: pay attention to how others perceive you, what they especially notice.
Your retaliatory aggression is unconstructive. As a rule, it causes retaliatory aggression.
Peacefulness is your ally.
Be prepared to admit your guilt. As long as you consider the other guilty, he will defend himself and see only you as guilty.
Don't be vindictive. A person who is bad for you may absolutely not be such for others.

Recognize the existence of a conflict, i.e. recognize the existence of opposing goals and methods among opponents, and identify these participants themselves. In practice, these issues are not so easy to resolve; it can be quite difficult to admit and say out loud that you are in a state of conflict with an employee on some issue. Sometimes the conflict has existed for a long time, people suffer, but there is no open recognition of it, everyone chooses their own form of behavior and influence on the other, but there is no joint discussion and way out of the current situation.
Determine the possibility of negotiations. After acknowledging the existence of a conflict and the impossibility of resolving it “on the spot,” it is advisable to agree on the possibility of holding negotiations and clarify what kind of negotiations: with or without a mediator and who can be a mediator that is equally satisfactory for both parties.
Agree on the negotiation procedure. Determine where, when and how negotiations will begin, i.e. stipulate the terms, place, procedure for conducting negotiations, and the start time of joint activities.
Identify the range of issues that constitute the subject of the conflict. The main problem is to define in shared terms what is in conflict and what is not. Already at this stage, joint approaches to the problem are developed, the positions of the parties are identified, the points of greatest disagreement and points of possible convergence of positions are determined.
Develop solutions. Parties at working together offer several solution options with cost calculations for each of them, taking into account possible consequences.
Make an agreed decision. After considering a number of possible options, during mutual discussion and provided that the parties come to an agreement, it is advisable to present this general decision in writing: a communiqué, resolution, cooperation agreement, etc. In particularly complex or critical cases, written documents are drawn up after each stage of negotiations.
Implement decision made in practice. If the process of joint action ends only with the adoption of a well-developed and agreed upon decision, and then nothing happens or changes, then this situation can be the detonator of other, stronger and longer-lasting conflicts. The reasons that caused the first conflict have not disappeared, but have only been strengthened by unfulfilled promises. Repeated negotiations will be much more difficult.

The use of active forms of working with a team (games, exercises, etc.) is appropriate and increases the effectiveness of this work.

Active forms of work with the teaching staff on conflict prevention, used in our kindergarten

Exercises to help prevent and resolve conflicts.

These exercises can be carried out in the middle of the day, in turn with all teachers For preventing conflicts and relieving tension.

“Pushing.”

Two competitors must raise their arms above their heads, join hands with their fingers intertwined, and push each other in such a way as to force the opponent to touch the wall.

“Clap your hands.”

Person A extends his hands, palms down. Person B extends his hands, palms up, and places them under the hands of person A. Purpose of the exercise: B tries to slap A's palms, quickly moving his hands in the direction
the palms of A. As soon as B begins to move, A tries to move his hands away before B can slap them.

The person is asked to curl up in“elastic ball” ; someone from the group whom he chooses “turns around” him, he can resist, or he can succumb. Some group members try to help him maintain his position, others “turn him around.”

The exercises should be fun, if someone does not want to participate, do not force them, it is better to invite them to join the others later.

Usage method of game modeling of problem situations. At the same time, educators are most often offered a specific situation from the practice of working with children, in which the teacher must make a pedagogically correct decision. This method helps to choose the most reasonable exit from the many proposed models for the development of events. And this is only possible if you deeply and comprehensively analyze the proposed situation, compare different options, and justify the chosen solution.

Role-playing and business games.
Group cohesion exercises.
One of the common forms of conflict prevention and resolution is a form of training.

Conflict training.

One of the common forms of conflict prevention is training.

Training is one of the forms of active learning, the result of which is the mastery of certain forms of behavior by the participant. During the training, the participant will gain knowledge about the psychological nature of conflict, its structure and dynamics, and effective methods of resolution. During the training, teachers learn the basic ways to resolve emerging pedagogical conflicts:

mapping (mapping the conflict);
developing alternatives to conflict behavior;
negotiation;
mediation.

Purpose of the training:

providing an opportunity for teachers and class participants to gain theoretical knowledge and practical experience in constructively resolving pedagogical conflicts.

During the training, real situations from teaching experience are simulated, during the discussion of which teachers acquire the skill of analyzing the situation and looking for a compromise solution in a conflict with students. The specificity of the program of this training is that participants learn not only the ability to analyze a conflict, but also the skills of mediation in resolving conflict, which is important in school life. The content of the program is based on the problem of relationships between such subjects of the educational process as a teacher and a student.

Tasks:

provide theoretical information about conflicts and their causes, about the characteristics of pedagogical conflicts;
teach methods of analysis and methods of finding a solution in a conflict situation;
help participants adjust their behavior to reduce its potential for conflict;
promote the formation of communication skills, the ability to listen, express one’s point of view, and come to a compromise solution;
develop skills and team interaction skills.

The training program consists of 7 lessons. The first lesson – “At the start” – is introductory, a kind of foundation on which the group’s further work is built.Purpose of this lesson- Creation favorable conditions for working in a group: cohesiveness of the group, development of work rules, creation of an atmosphere of openness, goodwill, interaction, positive motivation and attitude to work. During the lesson, various gaming methods and exercises, self-regulation techniques (relaxation techniques) can be used, aimed at achieving the stated goal.

The last lesson – “Final” – is devoted to discussing the results of the training, the results of the group’s work and reflection on their participation. The exercises selected by the facilitator should be aimed at completing group work.

Scenarios for other classes are presented in the program. At each lesson, it is advisable to use relaxation exercises and train teachers in self-regulation skills. The presenter selects these exercises.

The training program can be adjusted depending on the specifics of the group and its requests.

Conditions for implementing the program

Requirements for the training leader:

Classes are conducted by a psychologist who has:

psychological education;
experience in conducting training groups;
experience of participating in training.

Room requirements: this can be a spacious room with space for working on written assignments and a place for doing exercises.

Quantitative and quality characteristics groups: the program is recommended in the form of group meetings within the teaching staff of the kindergarten on a voluntary basis. Thus, the training participants are teachers of the same kindergarten. The optimal group size is 10–15 people.

Time characteristics: the training is designed for 7 sessions of 2–2.5 hours (14 hours). These could be meetings 2 times a week for a month.

If additional elaboration of a topic is required, the program can be expanded with additional classes.

Forms of work and principles:

To achieve the goal are used the following techniques: game, exercise, discussion, dialogue, diagnostics, situation modeling, mini-lecture, conversation, reflection, group discussion.

Work is organized in such forms as individual work, work in pairs, small groups, and work of the whole group.

All this allows you to implement the principles of training:

the principle of maximum activity, which implies the maximum level of involvement of each group member. The activity principle is based on the idea that a person retains 10% of what he hears; 50% of what he sees; 70% of what is spoken; 90% of what he does himself. Exercises and tasks are designed in such a way that they allow all group members to actively participate in their implementation.
The principle of maximum reliability of information, which is ensured by the fact that the means of extracting knowledge is the participants’ own activities; the subject of discussion is visual facts - examples from real life.
The principle of everyone’s active research position suggests that each exercise and task is an occasion for analyzing the actions and experiences of the participants.

Thus, the principles of the training are based on the active exploratory nature of the participants’ behavior.

The main emphasis in classes is on work in small groups. The main method of work is role-playing; in the game, participants play out roles and situations from teaching practice.

Since most of the tasks are performed in subgroups, the leader uses game methods to divide the participants: by birthday, by length of service, etc. Each lesson uses an exercise - an energizer, the goals of which can be very different: relieve tension, relax, establish a friendly atmosphere, relax, warm up the group, set up for subsequent work, activate group dynamics, etc.

Classes are built according to a single structure:

Welcome ritual.
Warm up.
The main content of the lesson.
Reflection on the past lesson.
Farewell ritual.

Equipment and materials:chairs (according to the number of participants), paper for notes, pens, forms for testing, a tape recorder with recordings of relaxation compositions.

Expected results:the ability for teachers to develop adequate ways of behavior in a conflict situation and effective ways of resolving conflicts.

Program effectiveness:The assessment of effectiveness is reflected by feedback from teachers about the training and the results of a survey of participants. Participants evaluate the training as providing really useful knowledge and skills not only in the professional sphere, but also in everyday life. According to the participants, they gained the skills to analyze their own professional behavior and actions, the opportunity to look at relationships through different eyes, and improve relationships with colleagues, administration, and parents.

Lesson topic
Lesson 1. At the start.	Uniting the group, developing work rules, creating an atmosphere of openness, goodwill, Interaction, positive motivation and work attitude.
Lesson 2. Psychological nature of conflict.	Definition of conflict. Structure, sphere, dynamics of the conflict. Reasons. Modality of obligation in the teacher’s speech as one of the reasons for the conflict.
Lesson 3. Basic types of behavior in conflict and its resolution.	Leading strategies for behavior in conflict. Self-diagnosis based on the Thomas test for determining behavior in a conflict situation.
Lesson 4. Strategy of cooperation in pedagogical conflict.	Cooperation strategy as the basis for constructive communication in conflict. Distorted understanding of another's interests Parties to the conflict
Lesson 5. Teacher mediation in conflict.	The role and functions of a mediator in a conflict. Features of communication between a mediator in a conflict. Rules for constructing communication by an intermediary. Organization of a conflict resolution procedure through a mediator.
Lesson 6. Pedagogical manipulation.	General characteristics of a manipulative communication style Reasons for manipulation. Pedagogical manipulation as a destructive factor in communication. Ways to overcome pedagogical manipulation.
Lesson 7. Final.	Completion of group work. Summing up the group's work. Discussion of the training results. Reflection.

Lesson 2. Psychological nature of the conflict.

Objectives: to define the conflict, its structure, scope, dynamics; identify the causes of conflicts; consider the modality of obligation in communication as a possible cause of pedagogical conflict; practice the skills of replacing the modality of obligation in the teacher’s speech.

Welcome ritual.

Goal: formation of trusting relationships in the group, creation of positive emotional attitudes.

Instructions: Take turns greeting each other in any way.

Exercise "Associations".

Today we deal with conflicts. Now I invite those who have never been in a conflict in their lives, who do not know and cannot imagine what a conflict is, to stand up...

None of us got up.

Let everyone say what the word “conflict” is associated with? What image does your imagination suggest? What thoughts, feelings, sensations arise during this? What does conflict “look like”?

Discussion: Why are we doing this exercise?

Working with the board.

The presenter writes: “Conflict is...”

The answers are written on the board: positive and negative wording - on different sides of the board.

Analysis of what was recorded. The group makes a conclusion.

Presentation and discussion of theoretical material.

Theory: Conflict has a structure, scope, dynamics.

The structure of the conflict consists of the external and internal positions of the participants, their interactions and the object of the conflict.

The internal position of the conflict participant – goals, interests, motives;

The external position of a conflict participant is speech behavior, opinion, point of view, wish.

The sphere of conflict is business and personal.

The dynamics of the conflict consists of 3 stages:

build-up
implementation
attenuation

Resolving the conflict can begin by combining objects:

There is one important rule:

We must not allow conflict from the business sphere to move into the personal sphere.

You can successfully block a conflict at the stage of its occurrence. One of the most effective ways to block a conflict is to transfer it from the plane of communicative interactions to the objective-activity plane. " Negative energy“will be spent in activities and will not spill out in relationships.

The conflict has flared up - the implementation stage. When strength and energy are exhausted, the attenuation stage begins. A release of tension occurred and the participants in the conflict “threw out” their emotions. Then at this stage educational correction is effective: conversations, finding out the causes of the conflict.

Work in groups: participants are divided into 3 groups.

Each group receives a task: to prepare and act out a conflict situation from the life of a kindergarten.

Presentation of skits. Analysis. Reflection and discussion:

What do all the scenes have in common?
What feelings did you notice while completing the task?
What was it like for you in the role of those in conflict?
What could be the consequences of these conflicts?
What can be the positive impact of conflict on its participants?

Causes of conflict situations.

Diagnose your group's version of the conflict situation in terms of cause.

Discussion.

Work in groups.

Assignment: given are typical phrases that we usually pronounce. How can or should it be said?

Discussion.

Farewell ritual.

Lesson 3. Basic types of behavior in conflict and its resolution.

Objectives: identify types of behavior in conflict, note the factors that determine it; practice choosing a specific style of behavior in conflict; determine your own style of behavior in a conflict situation based on diagnostics (Thomas test).

Greeting ritual: silent greeting of each other - everyone silently walks around the office, touches each other, looks into each other’s eyes, without saying a word.
" Dialogue"

Goal: to help participants learn to understand the position of another.

Instructions: we work in pairs: one is the speaker, and the other is his echo. The speaker states his position on the topic “Why do conflicts arise in kindergarten?” The echo paraphrases the speaker’s statement, that is, repeats his statement in his own words. If the speaker is satisfied with the echo, then he speaks further; if not, he corrects it.

Exercise "Peeping Games".

Instructions: stand in a circle, look carefully at each other and lower your eyes down. After the signal (clap), everyone must raise their heads and point a finger at one of those present. If the choice matches, the couple moves aside. The whole group is thus divided into pairs.

One takes a place on a chair, the other stands in front of him. Palms touch. One puts pressure on the palms, the other resists. Then switch places.

How do you feel when another person puts pressure on you?
In what type of behavior in a conflict does the partner “pressure”?
In what type of conflict behavior can a partner feel “repressed”?

Diagnosis of the leading strategy in conflict: Thomas Test

Goal: to determine your own style of behavior in situations of disagreement.

Discussion: Do you agree with the test result?

On the board:

Leading strategies for behavior in conflict

Competition Cooperation

Compromise

Avoidance Accommodation

Discussion.

Work in groups: participants are divided into 4 groups, each group receives a task.

Competition "For me to win, you must lose"
Device "For You to Win, I Must Lose"
Compromise: “For each of us to win something, each of us must lose something.”
Collaboration “For me to win, you have to win too”

The group discusses and prepares, in a theatrical form, a conflict situation from the life of a kindergarten that demonstrates this type of behavior.

Discussion: does the scene shown correspond to the “motto” and the declared style of behavior?

Conclusion:

What are the reasons for choosing a style of behavior in conflict?
Which style is most constructive in conflict?

Exercise "Head"

Goal: relieve unpleasant somatic changes

Instructions: Stand straight, shoulders back and head back. Try to feel in which part of the head the feeling of heaviness is localized. Imagine that you are wearing a bulky headdress that puts pressure on your head in the place where you feel heaviness. Mentally remove the headdress with your hand and expressively, emotionally throw it on the floor. Shake your head, straighten your hair with your hand, and then throw your hands down, as if getting rid of a headache.

Summing up the lesson. Reflection.
Farewell ritual.

Lesson 4. Strategy of cooperation in pedagogical conflict.

Goals: to show the existence of distorted ideas about a person in an emotionally tense situation, to learn to resolve conflicts taking into account the interests of all parties.

Welcome ritual.
Exercise “If ..., I would ...”

Goal: developing skills to quickly respond to a conflict situation.

Instructions: The exercise is performed in a circle: one participant sets a condition in which a certain conflict situation is specified (“If I were shortchanged in a store ...”), the next participant completes the sentence (“I would demand a complaint book”).

Game "Contract".

Goal: search and development of proposals that satisfy the needs of the other party.

Instructions: Participants are divided into 3 groups: “teachers”, “pupils”, “parents” (Cut out squares of three colors from paper in advance, invite participants to choose a square of the color they like, without saying the task).

Situation: The teacher offers to go on an excursion with the whole group on one of the weekends, but on one condition that several parents will also go. The parents refuse.

In this situation, the difference in interests of the parties can lead to conflict.

Assignment: discuss the current situation from the point of view of the representatives whose interests you represent. Write down in 3 columns of the table the interests, problems, proposals of the group of participants that you represent.

How can all participants come to an agreement based on their interests?
What will help reach an agreement?
What's stopping you?

Discussion. Reflection.

Exercise "Contact".

Instructions: Touch your index fingers to your partner, perform circular movements together at the same time. Try not to break contact.

Reflection of your sensations and feelings.

Summing up the lesson. Reflection.

9. Farewell ritual.

Lesson 5. Teacher mediation in conflict.

Objectives: to show mediation as a way to resolve conflict, the role of the teacher as a mediator between conflicting parties.

Welcome ritual.
Exercise “Auction of sculptures”.

Goal: to express important aspects of the conflict without words, using the body.

Instructions: Work in pairs. One of the partners plays the role of a sculptor, the other - “material”. The sculptor “sculpts” a sculpture from both of them on the theme “Relationships in Conflict” silently, using only his hands. "Material" is passive. The sculpture remembers the final version to demonstrate. Then the partners change roles.

Discussion. Reflection: Is the material pliable? What is the nature of the sculptor’s touch? How did you feel during the process of making the sculpture? What thoughts came to mind?

Role-playing game “Smoothing out conflict.”

Goal: developing skills and abilities to smooth out conflict.

Instructions: Participants are divided into “triples”. Each “troika” comes up with a scenario in which two participants represent the conflicting parties, and the third plays the role of an arbiter, a peacemaker.

Discussion:

What conflict resolution techniques have been demonstrated?
Which ones do you think? interesting finds were used?
How should those participants who failed to smooth out the conflict behave?

Reflection on your role.

Mediation technique for conflict resolution.

The technique consists of 4 steps:

"Take time to talk." (the mediator helps the participants agree on the time and place of negotiations)
“Plan the organization” (the mediator “starts” the conversation)
“Speak out” (participants must speak out completely, express their point of view and listen to the position of the other).
"Agreement". (negotiations must end with a decision and a description of what, how and when each conflicting party will do to implement the decision)

Discussion of the methodology.

Exercise Eastern Bazaar.

Goal: to develop constructive interaction skills.

Instructions: each participant receives several (according to the number of participants) pieces of paper on which he writes his training name. Then all the pieces of paper are rolled up and collected. This is the so-called “registered money”. Each participant, without looking, takes from the common pile as much money as he gave. When all the money has been sorted out, you can see who got whose. Assignment: get back your “registered money” in any way.

Discussion. Reflection of your feelings.

Exercise “Sculpture”: in front of a mirror, fashion a sculpture of yourself called

“Cheerfulness, confidence, cheerfulness, strength.” Remember the pose and facial expressions. Wear and carry this pose three times a day.

Summing up the lesson. Reflection.

10. Farewell ritual.

Lesson 6. Pedagogical manipulation.

Goal: to show the teacher’s manipulative communication style as destructive, the teacher’s responsibility for the use of power in conflict with students.

Welcome ritual.
Exercise "Salute to the Queen".

Goal: to feel like you are in an unusual role.

Instructions: a chair is placed on the table, the queen sits on the chair, the rest are her subjects. Subjects must greet the queen.

Discussion. Reflection: How do you feel about your role?

Work in groups: participants are divided into two groups.

Assignment: Group 1 – find the reasons why it is beneficial for a person to exaggerate and demonstrate his strength; Group 2 - find the reasons why it is beneficial for a person to exaggerate and demonstrate his weakness. Illustrate with real life cases.

Discussion of the completed task.

Conclusion: The manipulative style of communication presupposes the presence of a hidden goal of the interlocutor, to achieve which the individual characteristics of the person’s character and his personal attitudes are used. Manipulation is the control of another person by exaggerating or minimizing one’s own personal characteristics or character traits.

Pedagogical manipulation is a unidirectional influence, where the subject of influence is the teacher, and the object of influence is the student. The essence of pedagogical manipulation can be characterized by the words once said by a teacher: “Children do what they want, but they want... what I need.”

Work in groups. Each group receives a card with a situation of pedagogical manipulation. Assignment: propose options for resolving the conflict.

Conclusion: What are the ways in which you can overcome the habit of pedagogical manipulation and be “less of a teacher, more of a person” in kindergarten? (be frank with children, “on an equal footing”, address them by name more often, support the children with a joke, etc.).

5. Exercise – relaxation.

6. Summing up the work. Reflection.

7. Farewell ritual.

The success of work in this area is evidenced by the harmonization of the psychological climate in the teaching staff of our kindergarten.

Training session “I am perfection itself”

Target:

Activation of the process of self-knowledge among teachers;
Formation of adequate self-esteem professional qualities and level of aspirations; development of communication skills. group cohesion.
Using TRIZ and RTV technology in working with teachers.

Plan:

1. Food for thought

2. Looking for our strengths

3. Fairy tale “Trees are characters”

4. Ideal teacher

5.Dynamic pause

6. Exercise “Saying Things”

7. Finger gymnastics

8. “I am writing to you”

7. Exercise “Museum of Hurtful Memories”

8. “It’s all in the bag”

9. Completion of the lesson. "My personal universe"

Mood: Exercise "Shoe"

Everyone takes off their shoes, the shoes are mixed and placed in different angles hall Participants join hands. Their task is to put on their shoes without breaking their hands. If the hands open, we start all over again.

Leading. – “Information”

Hello dear colleagues!

Several years ago, having chosen the profession of a teacher, you entered into amazing country small children, thereby agreeing to plunge for a long time into the unusual world of delightful childhood. This world is like space, but it is located more in time than in space. Like space, it is always close and far, and the one who is brave, wise, and successful, let him enter into it!

You yourself were only recently children, and it seemed easy to find a common language with those you understood so well. But when we got up another step, we suddenly realized that we had already grown up and had slightly forgotten the peculiarities of children’s language. Perhaps you were confused. But don’t let the first steps along the thorny road of pedagogy scare you. You will succeed.

In our lesson we will talk about yourself, about your relationship with other people, about the goals that you set for yourself. You will discover your strengths and weaknesses, learn to understand yourself better and figure out why you act the way you do and what you can do to improve.

Teaching is a creative profession, and to be a creative person, you need to improve all your best qualities.

What is perfection? -participants' answers(ideal, example, something beautiful, etc.)

Exercise " Looking for our strengths"

At today's meeting I would like to get closer to understanding this concept from a professional point of view.

In Ozhegov’s explanatory dictionary there is a definition: perfection - this is “the completeness of all virtues, the highest degree of some positive quality (bring to perfection, the height of perfection).”

Now we will look for any virtues in ourselves, albeit imperfect, but clearly expressed positive qualities. Everyone takes turns saying their name and several positive character traits that help you in work and in life.(helps dictionary of personality traits)with the same letter as the name.

The Tale of Character Trees

In some amazing world, in a valley stretched among high and inaccessible mountains, in a magical forest, where amazing birds sing wonderful songs, there grew...Trees-Characters. These were unusual trees. Their appearance was a reflection of the characters of the people who lived far, far beyond the mountains.

Each Character Tree had four main branches extending from the trunk, and from them many small ones. These four branches had their own names:Attitude towards people; Attitude to business; Attitude towards yourself: Attitude towards things.Each Character Tree had its own branches, different from others, with its own characteristic feature.

On one Character tree, the branch of Relationship to people was straight and directed upward, because it was a branch Truthfulness , and on the other it was twisted into a ring Lies;

Somewhere a branch of Attitude towards oneself stuck out defiantlyNarcissism, somewhere bent to the ground from its Humiliation . And somewhere she calmly and confidently rose towards the sun as the embodiment Advantages . The branches of the Relationship to things on some Character Trees are twisted from Greed , and on others with an abundance of foliage they discovered their Generosity.

Very different Character Trees grew in this magical forest. The ground cracked under some of the characters - they were so heavy, but the light Characters literally floated in the air, barely clinging to the soil with their roots.

There were characters that were completely covered with needles - from the roots to the crown, and therefore they were very prickly. And others resembled telegraph poles with barely noticeable extensions - these were straight characters.

Even a chainsaw couldn't cut through the hard Characters, but soft characters were so pliable that their trunks could easily be crushed like clay.

Among them were very beautiful and ugly, tall and short, slender and creeping along the ground.

The Character Trees were so different because they grew on different soils, the sun warmed them differently, the wind blew differently, and the rain did not provide moisture equally. But every person’s life turns out differently, right?

Sometimes a fierce storm would blow into the magical valley, and it would violently rush at the Trees-Characters: some were broken or uprooted, others were bent to the ground, but could not be broken. There were also those who did not bow even under the strongest hurricane and only proudly straightened their mighty branches - the branches of Relationships with oneself, Relationships with people, Relationships with business, Relationships with things.

Each person in this forest has his own Character Tree, which in its appearance reflects his inherent character. Many people would like to go there and see what their Character Tree looks like. But no one can get into this magical forest.

Leading. "Ideal teacher"

We already have the first features of a perfect teacher. We divide into two subgroups. One of the groups has red circles, the other has blue circles. A group of teachers with blue circles are our younger children. A group with red circles are older children.

Sit comfortably, relax, hands rest freely on your knees, feel support under your feet. Close your eyes “Kids”, imagine how you would like your teacher to be;

“Older children,” imagine what your teacher should be like.

After 1 minute, each group discusses necessary qualities and comes to general characteristics, writing down the qualities that should be inherent in a teacher.(We will write them on the board.)

Leading.

At the next stage, you are no longer children, you have become yourself again - adults, experienced teachers. Now you will unite into one group and, from your position, offer 4 qualities of a perfect teacher.(We will write them down) - discussion - 2 min.

So, what were the results of the ideal teacher?

(read out)

Leading.

1. The main quality of a perfect teacher should be constant readiness to play and the ability to turn the most boring and serious activity into a game. Let's try to prove this in practice:

Children live in a world of images; they love different"transformations":

If we need to create silence in a group, who can we “turn” children into?

(fish, butterflies, flowers, stones)

Together with your children, you can come up with special spell words for this (preferably rhyming

If you need to speed up putting things in order or getting ready for a walk, is it possible?.....

(introduce a competitive moment: who is faster, better, more accurate, more careful - puts on toys, puts on clothes, etc.)

In order to attract the attention of children and prepare them for serious work, it will not hurt to “transform” them into artists, performers, mathematicians, etc.
You can start the lesson with a specific sound, melody, poem, etc.
A creative approach to work involves a constant search for a new form, new materials, and new techniques.

Need to remember:

You can be creative only with that knowledge that has become firmly established in your teaching experience.

2. Availability ability to fantasizeis a mandatory component of a creative teacher:

Such a game can begin at any time and with the help of any object.

Dynamic pause

Exercise “Saying Things”

Today we will learn something new about ourselves and other members of the group. For this purpose, various means can be used. I'll use magic. I want to ask you to remember if you have any thing that has been with you for a long time and that you love.

In a few seconds I will cast a spell and these things will come to life. People will disappear, and only things will remain. They will be able to talk about themselves, their fate, their history, maybe they will tell about their owner, about the relationship that develops between them. So, attention...

Rustle - rustle, in gray holes

The word flared up like gunpowder!

The fire burns to the sky

Things can talk

And now, the person I touch speaks on behalf of his thing. When the thing finishes its story, everyone else can ask it questions.

If she deems it necessary, she will answer, if not, she will answer: “Only Miss Marple knows that!”

Rustle - rustle, rustle of grass,

The whisper fades away

Calms a noisy temperament.

Things go silent!

Things have become things again, they don't speak. However, they remain with you, which means it is up to you whether they will be able to lend their voice at some point in your life, and maybe even advise you something.

Finger gymnastics

"I am writing to you"

Now we will deal with the epistolary genre.

"Friendly palm"

Participants are given sheets of paper and markers.

Trace the outline of your palm and write your name on it. Then pass the piece of paper with the outline of your palm to your group colleagues, and let everyone leave their wishes or compliments on one of the fingers of the palm, in any free space.

You can take these wishes home with you.

Museum of Hurtful Memories

A person has the greatest power to change himself imagination.

Each of us has been offended more than once. But some people know how to quickly part with grievances, because resentment is nothing more than “rust that eats away the soul.” Others treat their grievances as a great value. They hide them, protect them, accumulate them. And in a conflict they present it, strengthening, as it seems to them, their position. The result of such gathering is disease. Try to write all your grievances on a piece of paper at home, look at them carefully and tell them:

“Resentment, you will forgive me, but I am sending you to the museum of offensive memories. You remain in the past, and I live in the present and future. I don't need any extra weight! Farewell!"And tear this sheet, or burn it. There should always be coziness and comfort, calmness and wisdom in the soul. “Man shuts out his own light,” said Emerson. Try not to do this.

"It's all in the bag"

Oh, how each of us would like to always be sane, far-sighted, impartial, fully in possession of this truly magical gift to us, mere mortals.

Edward de Bono, one of the most famous researchers of the mechanisms of creativity, developed a method that helps teach children and adults to think effectively. "Six Thinking Hats"

he called

your work. The six hats are six different ways of thinking.

White - You are wearing a white hat. With its help, try to record all the events that happened in order and impartially.

At first…

…Then…

And then...

And finally...

Red - - consider the diagram of the events that took place and record all the feelings that you experienced when all this happened?”

Black - Analyze what is worst for you in this situation. the most unpleasant thing. Try to look into the future and say what negative consequences may await you.

Yellow - There are no situations that are only bad or only good. Even when everything around is dark, you need to remember the yellow hat and quickly put it on. Believe me, there is something good in every situation.

Green - creativity hat. Even adversity can spark inspiration. Don't lose your sense of humor

Blue - hat of wisdom. Every situation teaches us something. The blue hat will help you find out what life lesson this situation taught you and why this experience is important to you.

How to try on hats

First of all, we always call the white hat. The last one should be blue. After the black one there should always be a yellow one, but otherwise the order is free!

Leading.

Our lesson has come to an end. If we return to the topic, then the concept of “perfection” is something complete, accomplished, complete. But our journey is not complete, we are in motion. Achieving a goal opens up new horizons ahead. There is no limit to perfection! I wish you success on your life journey!

A person with a good heart

Can talk about his perfection.

Let it be small or big

But he is a man with a beautiful soul

He can love, he can help,

He is an affectionate son or a gentle daughter

And everything that he learns, and everything that he creates

With kindness and love he will give to people

You will experience bliss

Yes! A kind heart is the height of perfection!

"My personal Universe"

Exercise “My Universe”

Please remember everything that you consider very necessary and dear to you.

Your favorite activity

Your favorite color

Your best friend

Your favorite animal

Your favorite time of year

Your beloved family and friends

Your favorite music

This will be your favorite planet, the planet of happiness.

If desired, they read out what surrounds them. Drawing “My Planet”

Game “Behavior in Conflict”

Goals of the game:

form a concept of types of behavior in conflict;
show the main psychological factors that determine the conflict;
learn to choose adequate styles of behavior in conflict in the behavioral system of interpersonal interaction.

The facilitator divides all participants into five groups, in each group a representative is selected, to whom the facilitator gives one of five cards with the name of a certain style of behavior in conflict with the corresponding motto:

“Competition” style: “For me to win, you have to lose.”
Accommodation style: “For you to win, I have to lose.”
Compromise style: “For each of us to win something, each of us must lose something.”
Collaborative style: “For me to win, you have to win too.”
Avoidance Style: “I don’t care whether you win or lose, but I know I have no part in it.”

Each group discusses and prepares a skit that demonstrates the proposed type of behavior in a conflict.

Discussion: conducted in the form of answers to questions:

How did this type of behavior in a conflict affect the emotional state and feelings of its participants?
Could other behaviors in this situation have been more beneficial to the participants?
What makes people choose one or another style of behavior in conflict?
Which style is the most constructive for human relationships?

Exercise "Mirror" (development of psychological climate)

Participants are divided into pairs and face each other. One of the players makes slow movements with his hands, head, and whole body. The other’s task is to exactly copy all the movements of his partner, to be his “mirror image”. In each pair, participants independently select the desired complexity of movements and their pace.
During the game, participants working as “reflectors” quickly learn to feel their partner’s body and grasp the logic of his movements. From time to time it becomes easier to follow the “original” and copy its movements, and more and more often situations arise not only of anticipation, but also of anticipating its movements. Having mastered the skills of motor imitation, participants can try their hand at a more complex game: the task is the same, but the roles of “reflection” and “original”, follower and leader, are not defined. Flexibly adapting to each other, the players strive to move in unison.
This exercise is a very good means of developing psychological contact. By observing the progress of its implementation, the coach can identify the “natural” leader in each pair. Difficulties in achieving motor agreement are often associated with the presence of tense relationships between partners.

Exercise "Opinion about me"

Each participant will be able to hear others' opinions about themselves. This "social echo" helps to navigate the group.
You will need paper and pencils according to the number of participants.
1. Each participant writes their name at the top of a piece of paper. The sheets are then placed together in a pile, shuffled, and distributed to group members.
2. Everyone writes short comments under their name on the sheet they received. This could be a compliment, a question, or a personal opinion about a given person.
3. All sheets are put back into a pile, mixed and distributed again to the participants, who again write their comments.
4. The same actions are repeated again.
5. Now there are three comments written on each sheet. The presenter collects all the sheets and reads them out loud one by one. After each reading, the said participant can express his opinion on the following questions:
Was anyone's review surprising me?
Do I consider these statements addressed to me to be correct?
Do I want to answer asked question?
How do I usually feel when I join a new team?
How do I want to look in a group?
Is my sensitivity more of an asset or a disadvantage?

Exercise "Put yourself in someone else's shoes"

Remember your recent conflict with a work colleague, in which you began communication from a position of “above”. Now relax, close your eyes and imagine yourself in the place of the teacher with whom you were talking. Introduced? Internally, silently ask him what impressions he received from communicating with you? Think about what your former interlocutor might say about you. Then replay your conversation in your mind in a way that will leave your partner with pleasant memories of yourself. What has changed? Have you realized that, first of all, your internal position has changed? If earlier, consciously or unconsciously, you started a conversation with a work colleague in the same way as you talk with your students in a group, now you approach the person, internally preparing for equal contact with him. This psychological preparation is associated with a change in your position, your inner desire for a full dialogue.

Exercise "Colleague - image"

Remember one of your colleagues. Which of the definitions proposed here would be suitable to characterize his personality (check several qualities):
anxious - calm
scattered - purposeful
reserved - sociable
frivolous - serious
excitable - balanced
compliant - principled
"upstart" - modest
hot-tempered - reserved
hypocritical - sincere
pessimist - optimist
weak-willed - strong-willed
stupid - smart
aggressive - peaceful
vulnerable - unperturbed
rude - tactful
lazy - hardworking
callous - responsive
evil - good
passive - active
narcissistic - self-critical

If you cannot evaluate a colleague only using a two-factor assessment (“stupid - smart”), then next to each characteristic, put a certain point based on a six-point system. Try rating 5-7 of your colleagues this way.

Exercise "Second plan"(awareness of one’s position in communication)

When communicating with a work colleague, try to develop for yourself a “second plan” of the conversation: how your interlocutor perceives you, what he thinks about you, what he says and does not say, what he feels.
Build a conversation with another teacher so that the “second plan” you present is one of the leading factors in your communication. Do not say anything that would be unpleasant to your interlocutor, try to leave a good impression of yourself, think about the consequences of your words.
The exercise develops the ability to understand one’s position in communication.

List of used literature

Aralova M.A. Formation of a preschool educational institution team. Psychological support. LLC “TC Sfera”, 2005.
Miklyaeva N.V. and Yu.V. The work of a teacher-psychologist in a preschool educational institution. Methodical manual. Iris - abs. M., 2005.
Ozerina N.P., Savelyeva E.Yu. “Conflict Management Technology”, journall "Management of preschool educational institutions", No. 5, 2008.

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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, and social activities of people. Administrative measures cannot solve this problem.

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

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

Numerous publications about the problems of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to 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 a pedagogical conflict, that is, a conflict whose subjects are the participants in the pedagogical process.

Typological division of conflicts:

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

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

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

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

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

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

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

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

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

There are four types of conflicts:

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

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

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

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

To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where special attention 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, and a phenomenon harmful to the educational process. They strive to avoid conflicts by any means, and if they exist, they try to extinguish the external manifestation of them.

Most scientists believe that conflict is an acute situation that arises as a result of a clash between an individual’s relationships and generally accepted norms. Others define conflict as a situation of interaction between people either pursuing mutually exclusive or simultaneously unattainable goals for both conflicting parties, or seeking to realize in their relationships incompatible values and norms, such a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students , as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation where the subject is unable to realize the internal needs of his life (motives, aspirations, values, etc.); 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 that interferes with normal functioning pedagogical system and the structural disturbances that cause it.

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

There are two approaches to preparing for conflict resolution:

Study of existing advanced pedagogical experience;

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

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

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

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

· position of expedient intervention in the conflict - 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 (fights, nicknames, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, without taking into account the views and opinions of the teenager himself. Neither logic nor emotionality achieves the goal if the teacher ignores the views and experiences of the student.

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

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

Most teachers remain wary of conflicts among students;

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

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

High emotional intensity in communication often leads to conflict;

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

Intrapersonal conflict can cause interpersonal conflict;

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

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

A conflict situation and conflict, with the skillful use of management mechanisms, can become effective means of 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 kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits and mental health of the individual;

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

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

Weakly expressed, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear, 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.

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

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

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

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

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

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

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

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

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

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

1. Presumptive stage- is associated with the emergence of conditions under which a conflict of interests may arise. These conditions include: a) a long-term conflict-free state of a collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later a desire arises to look for those responsible; everyone considers himself to be on the right side, wronged unfairly, which gives rise to conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) information-sensory hunger, lack of vital important information, long absence 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

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

Conflicts between students at school

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

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

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

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

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

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. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave school, and for others, their motivation to learn in general decreases.

Conflicts of behavior in every teacher’s mistake in 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 disciplinarian or takes an ambivalent position, this leads to negative consequences (for example, conflicts can 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 professional position of a teacher in a conflict obliges him to take the initiative in resolving it and be able to put the interests of the student as an emerging personality first;

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

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

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

Try not to kick the student out of class;

If possible, do not contact the administration;

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

evaluate only his specific actions;

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

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

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

2. Specifics of resolving pedagogical conflicts

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

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

First of all, we need to find out what happened. What'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 should be said (selection of content in 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 teacher and students great value have not only the content of speech, but also its tone, intonation, and facial expressions. 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 relations is seen in reducing the number and intensity of conflicts by transferring them to pedagogical situation when interaction in the pedagogical process is not disrupted, although such work is associated with certain difficulties for the teacher.

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

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

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

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

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

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

Talking to a child is much more difficult than talking to an adult; To do this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to a word addressed to him, his sensitivity to falsehood in communication with adults. The teacher’s word acquires a convincing power of influence only if he knows the student well, has shown attention to him, and has helped him in some way, i.e. established appropriate relationships with him through joint activities. Meanwhile, novice teachers tend to believe that their word 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”). It is difficult for a teacher to accept new information that contradicts his existing stereotypes, to change his attitude towards what happened and his position.

Objective reasons for the occurrence of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible 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 adolescent 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 about the situation, identification of main and accompanying contradictions, setting educational goals, highlighting the hierarchy of tasks, determining actions;

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

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

4) analysis of results;

5) adjustment of the results of pedagogical influence;

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

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 such an 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. There is something positive in everyone, 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 of social educators.

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

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

It 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.

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Conflict situations in the pedagogical process. Stages, methods and technologies of conflict resolution. Compromise. Positive role in personality development. The art of getting out of conflict situations without losing your own dignity and the dignity of the child.

test, added 11/28/2008

The essence and prevention of conflict in adolescence. Design of socio-pedagogical conditions for conflict prevention in pedagogical interaction with teenagers in the Cossack class, implementation and evaluation of the effectiveness of these projects.

thesis, added 04/23/2017

Types and types of conflicts. Characteristics of pedagogical conflicts. Classification (typology) of various reasons for their occurrence. An event on civic education of students in the NGO system. Summary of the book by V.A. Sukhomlinsky "I give my heart to children."

test, added 04/06/2014

Conflict between an individual and a group as a contradiction between the expectations and requirements of an individual and the norms of behavior and work established in the group. Classification of school conflicts, features, causes, specifics, ways to resolve them.

course work, added 04/16/2014

Determination of the nature and description of conflict patterns in an educational institution. Revealing the specifics of conflicts between schoolchildren. Discrimination, tactlessness on the part of teachers and inadequate peer assessment criteria as causes of student conflicts.

course work, added 02/26/2015

The concept of "pedagogical conflict" and its features. Methods for creating and resolving pedagogical controversial situations. Practical application of conflict resolution techniques. Teacher behavior in interpersonal conflicts at the teacher-student level.

course work, added 02/18/2011

Theoretical analysis of the essence and foundations of student-centered learning. Determining the optimal lesson content as a form of implementing student-centered learning for younger schoolchildren. Development of optimal methods for teaching primary schoolchildren.

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

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management conflict teaching staff

Introduction

1. Theoretical foundations of conflict management in the teaching staff in foreign and domestic pedagogy

1.1 The concept of conflict in scientific literature

1.2 Types and characteristics of conflicts

Conclusions on Chapter I

2. Experimental work to determine methods of response in conflict

2.1 Study of the state of conflicts in the teaching staff

2.2 A set of training exercises aimed at resolving and preventing conflicts in the teaching staff

2.3 Results of experimental work

2.4 Prevention of conflicts in the teaching staff

Conclusions on Chapter II

Conclusion

References

Appendix 1

Appendix 2

Introduction

Conflict is a relationship between subjects of social interaction, characterized by their confrontation based on opposing motives and judgments.

Conflicts play a vital role in the life of an individual, the development of a family, any organization, state, society and humanity as a whole.

Conflicts between teachers and teachers with the administration of an educational institution worsen the socio-psychological climate in the teaching staff. It is much more difficult for teachers to work in teaching teams where conflicts regularly arise.

Pedagogical conflictology as a field of theoretical and applied knowledge is in its infancy. A specific feature of pedagogical conflictology is its interdisciplinary nature. It is formed and developed at the intersection of such sciences as philosophy, anthropology, pedagogy, psychology, sociology, etc.

The problem of the teaching staff as a social community is to prevent or at least minimize the negative consequences of the conflict, and to use it to positively resolve the contradictions that have arisen. According to the study, most conflicts in teaching teams arise due to the tactless attitude of teachers towards each other, although 89% of them consider tactfulness to be a necessary quality for educators. According to the results of a study conducted in Tula, only 61.4% of teachers are completely satisfied with their relationships with colleagues. This indicates a low level of compatibility among members of the teaching staff. In such teams, as a rule, clashes and disagreements arise quite often, sometimes developing into a protracted conflict, the resolution of which the administration spends a lot of time and effort. Next come ill-conceived innovations, unfair assessment of work, shifting other people's responsibilities to the teacher, etc.

To improve the quality of our lives, we must first recognize the existence of conflicts, evaluate their importance in times of crisis and engage in their prevention by acquiring conflict literacy. It is necessary to know and be able to act in a situation of conflict, to understand how to direct it in a constructive direction, but it is equally important to understand what paths lead to well-being, peace, and cooperation. The more positive choices we give ourselves, the better life can become. The goals that we set are related to the presence of these elections. Preserving and maintaining relationships requires knowledge of patterns and the ability to use them in conflict situations.

The main contradiction is that, on the one hand, there is a need to manage conflicts in teaching teams, and on the other hand, there are no effective technologies for resolving them that are adequate to the level of professional competence of the teaching staff.

Thus, the relevance of the study is determined by the need for a more in-depth clarification of the content and essence of conflicts in general, as well as the need for theoretical and experimental development of conflict management in the teaching staff and, thereby, the need to increase the conflict management competence of teachers and staff of a preschool educational institution.

Theoretical and methodological basis of the study:

Conceptual ideas in pedagogical conflictology (V.I. Zhuravlev, M.M. Rybakova, I.I. Rydanova, L.V. Simonova, G.A. Chistyakova)

Interdisciplinary approach to conflict (A. Ya. Antsupova, S. L. Proshanova, A. I. Shipilova)

Conflict prevention (A. Ya. Antsupov)

Theories of conflict (R. Dahrendorf, K. Boulding)

The concept of positive functional conflict by L. Coser

The theory of collective behavior and innovative conflict by N. Smelser

The relevance of the topic and its insufficient development determined the choice of the purpose and objectives of the thesis research.

The purpose of the study is to identify the level of conflict in the teaching staff, to develop and implement a set of classes on the prevention and resolution of conflicts.

The object of study is the process of conflict management.

The subject of the study is conflict management in the teaching staff.

Hypothesis - the degree of cooperation in a conflict situation will increase if a set of classes on conflict prevention and resolution is developed and implemented, aimed at:

Development of such personality traits as communication skills, empathy, stress resistance, reflection;

Development of skills for impartial assessment of conflict situations;

Finding solutions in conflict situations;

Removing conflict in the personal and emotional sphere;

Team building, development of team interaction skills. (Do you prove all this?)

In accordance with the purpose, object, subject and hypothesis of the study, the following tasks were solved:

1) Conduct a content analysis of scientific literature on the problems of the essence of the conflict;

2) Determine ways to respond in conflict situations;

3) Develop a system of classes with teachers aimed at resolving and preventing conflicts in the teaching staff;

4) Analyze and summarize experimental data;

To solve the problems and test the hypothesis, the following research methods were used:

Theoretical: content - analysis of scientific literature on the problem under study, generalization and systematization;

Empirical: pedagogical experiment (ascertaining, formative, control); observation;

Method of processing the obtained data: quantitative and qualitative analysis of the obtained data.

Theoreticalimportanceresearch:

Theoretical knowledge (what) in the field of pedagogy, psychology, conflict management, philosophy, sociology is systematized and generalized.

Theoretical principles (which ones) are applicable when developing the concept of managing what? in the teaching staff in the conditions of modern society.

Practicalimportance research. The results of the study made it possible to realistically assess the current psychological and pedagogical situation in the teaching staff to further improve the professional competence of teachers. The data obtained regarding the theoretical justification and methodological elaboration of conflict management in educational institutions can be used in the design of anti-conflict activities in the municipal education system of any region, city, district.

Stages of the study: (the period of each stage is indicated)

1. Search and theoretical: content analysis of psychological and pedagogical literature, generalization and systematization of theoretical material, determination of the purpose and objectives of the study, formulation of a hypothesis.

2. Experimental: organizing and conducting ascertaining, formative and control experiments, developing a system of classes in the teaching staff aimed at resolving and preventing conflicts in the teaching,

3. Summarizing: analysis and generalization of experimental data, summing up the results of theoretical and experimental research, formulating psychological and pedagogical recommendations.

The structure of the work is determined by the purpose and objectives, therefore it includes an introduction, two chapters, a conclusion, a list of references and applications.

1. Theoretical foundations of the problem of conflict management in teaching staff in foreign and domestic psychology

1.1 The concept of conflict in scientific literature, history of the issue

At first, to explain conflict situations, as well as other social phenomena, they used concepts familiar to the natural sciences. Natural science served as a model for constructing social sciences, considering society by analogy with a living image in the form of an organic whole, consisting of interdependent parts. They often referred to hereditary characteristics, instincts and other psychophysiological properties of people.

In ancient times, the views of ancient Chinese thinkers deserve attention. A special place among them belongs to Confucius, one of the first Chinese philosophers. His philosophical, including conflictological ideas were developed by other Chinese thinkers over many centuries. We find views on the problem of conflict in the numerous moral commandments of Confucius. Here is one of them: “Do not do to others what you do not wish for yourself, and then in the state and in the family they will not feel hostility towards you.” The thinker saw the source of conflicts in the division of people into “noble men” (educated, literate and well-mannered people) and commoners (“little people”). The lack of education and bad manners of common people leads to a violation of the norms of human relationships and a violation of justice. For noble men, the basis of relationships is order, and for small people it is profit.

Ancient views on conflict were built on the basis of the philosophical doctrine of opposites. The collision and unity of opposites, for example, according to Heraclitus, is a general and universal way of development. In his words, “the opposite agrees, and from what disagrees comes the most beautiful harmony.”

The materialist philosopher Epicurus believed that the negative consequences of collisions would one day force people to live in a state of peace.

Of no less interest are the socio-ethical and legal ideas of Democritus, who pointed out that “the laws would not prohibit everyone from living according to their own taste, if each did not harm one another, for envy contributes to the beginning of enmity.”

A truly scientific approach to conflicts appeared only in the second quarter of the 19th century. It was from that time that conflicts became a number of subjects for special study.

One of the first attempts at a systematic analysis of social conflicts was made by the Florentine theorist and statesman Niccolo Machiavelli. The value of his concept lies in the departure from the then dominant divine views on the sources of social development. the great theorist of the Middle Ages considered conflict a universal and uninterrupted state of society due to the selfish nature of man, the desire of various groups for constant and unlimited enrichment. N. Machiavelli considered one of the sources of conflict to be the nobility, concentrating in their hands all the fullness of state power. He had a negative attitude towards the nobility. Nevertheless, Machiavelli saw in conflicts not only a destructive, but also a creative function. To reduce the negative role of conflict, you need to influence it correctly.

Christian philosophy, in accordance with the precepts of the Gospel, sought, especially in the initial period of its development, to prove the advantage of peace, harmony and brotherhood between people. At the turn of the II-III centuries. Its prominent representatives developed arguments directed against armed conflicts, which, however, did not have a significant impact on the natural course of historical development. But already at the beginning of the 4th century. the principle of the incompatibility of wars with the “teachings of Christ” is called into question.

The statements about the nature of conflicts by the English materialist philosopher Francis Bacon are interesting, since he, perhaps for the first time, subjected to a thorough theoretical analysis the totality of the causes of conflicts within the country, analyzing the material, political and psychological conditions of social unrest, as well as possible ways to overcome them.

Bacon also drew attention to specific means of preventing conflicts, noting that for “every case of illness” there is a cure. “The first of the cures” he calls the elimination by all possible means of the material causes of social conflicts, among which a special role belongs to the unsatisfactory position of individual classes in society. At the same time, he noted that the discontent of one of the main classes does not yet pose a great danger, “... for the common people are not quick to rise if the nobles do not excite them to this; and they are powerless if the people themselves are not disposed to indignation. The danger is great when the nobles are only waiting for unrest among the people so that they can immediately act out themselves.”

An independent and, as Bacon argued, “excellent measure” of preventing conflicts is to ensure that the dissatisfied do not have a suitable leader who could unite them. On the other hand, the presence of one, or even better, several persons with the ability to suppress popular unrest and rebellion is of great importance.

The foundation of conflictology was laid with the participation of the founders of sociology, who rightly include Auguste Comte, Herbert Spencer, and Karl Marx. Their works became, on the one hand, a general theoretical basis for conflictology, and on the other, a methodological guide for the development of practical methods for analyzing, assessing and resolving social conflicts.

Comte, for example, paid great attention to the noticeable manifestations of division and cooperation of labor in the history of mankind. The inevitable consequences of the pattern he noted: the formation of social groups; the concentration of wealth in the hands of a few and the exploitation of a large part of the people; occurrence in different forms corporate associations; strengthening of selfish morality, which had a destructive effect on a person’s natural sense of solidarity and agreement.

Spencer, in turn, consistently defended the view of a single organism, an integral system, each part of which performs its specific functions. He considered the state of confrontation and conflicts to be universal, and saw in them a universal law of social development.

Spencer formulated the essential importance of the position of that methodological approach to the analysis of social phenomena, which in sociology is defined as functionalism. The essence of the provisions is as follows:

a) each element of the social system can exist only within the framework of integrity, performing strictly defined functions;

b) the functions of parts of a single social organism mean the satisfaction of any social need and together are aimed at maintaining the sustainability of society, its stability;

c) a failure in activity in one or another part of the social system creates a situation of difficult-to-correct violation of some vital functions;

d) maintaining integrity and stability, and therefore overcoming conflicts is possible, they are ensured by social control, the agreement of the majority with the system of values accepted in society. Ultimately, conflicts, being inevitable, significantly stimulate social development.

Marx, as is known, interpreted the development of society from a materialist position. In accordance with the Marxist concept of social determinism, society appears as a holistic integral system consisting of subsystems - economic, social, political, ideological. Changing a social system means its transition from one qualitative state to another as a result of the resolution of contradictions that have accumulated in the course of the progressive development of society. The dominant form of conflict is the class struggle, characteristic of the entire history of mankind.

For Max Weber, one of the most ardent representatives of German sociology, the subject of social action was not society as a whole, but rather an individual whose position is associated with a certain social status. From his point of view, society is the interaction of people who are a product of social, i.e. actions oriented towards other people; it is the arena in which positively and negatively privileged status groups operate. They are concerned with maintaining or even strengthening their influence in conditions of conflict of material and ideal interests, defending their economic positions, as well as ambitions and life guidelines.

Weber's ideal model of organization (also called bureaucratic) is a reliably constructed and well-functioning machine, all functions in it are regulated, and people play the role of individual parts, wheels, transmission mechanisms, etc. Management of such an organization comes down to developing appropriate structures and monitoring their strict implementation. Any deviations from the prescribed order are simply contraindicated for this machine. Consequently, there shouldn’t seem to be any conflicts in it.

Some foreign psychologists who follow the neo-Freudian direction believe that the source of conflicts lies in a person’s desire, on the one hand, for security, and on the other, to realize his own desires. The causes of conflicts are rooted in a serious contradiction between the values of an individual and his real position in society, between overestimation, artificial stimulation of needs and the very frequent physical impossibility of satisfying them. According to some psychoanalysts, the conflict finds its resolution in different types models ("strategies") of human behavior: either it is a "striving for people", i.e. the search for affection, the desire to gain a sense of belonging to a particular community; or it is a “desire from people”, characterized by the dominance of a feeling of alienation from the rest of the world, the judgment of the basis of contact with the social environment; or it is a “desire against people,” which is expressed in confrontation with others and struggle with them, in a willingness to live by the “law of the jungle.”

A classic work of modern conflictology was the work of L. Coser “Functions of Social Conflict”. Developing the ideas of Weber and Simmel about the generality and universality of conflict, the American sociologist gave in his work a deep justification for the positive role of conflict interaction in the life of society. He formulated a number of provisions that became the theoretical foundation of the modern science of conflict:

1) a constant source of social conflicts is the irremovable shortage of resources, power, values, prestige, which always exists in any society. Therefore, as long as society exists, there will be a certain tension in it, which from time to time develops into conflicts. People's desire for power and prestige plays a special role in the constant struggle for these scarce resources;

2) although conflicts exist in any society, their role in a non-democratic, “closed” and democratic, “open” society is different. In a “closed” society, especially in a totalitarian society, which is split into two hostile, opposing camps, conflicts are revolutionary, violent, and destructive. In an "open" society, although many conflicts arise, they are resolved constructively;

3) the constructive and destructive results of the conflict are profoundly different. The main task of conflictology is to develop recommendations for limiting the negative and using the positive functions of conflicts.

It should be noted that the conflict theory developed by R. Dahrendorf and L. Coser also had a critical orientation. It was contrasted by its authors as the Marxist theory of class struggle that dominated in the middle of the 20th century. in socialist countries, as well as the concepts of social harmony and “human relations” that were influential in the West.

In accordance with the socio-psychological theory of J. Moreno and his method of sociometry, interpersonal conflicts are determined by the likes and dislikes of people towards each other. He believed that any conflicts could be eliminated by rearranging people according to their emotional preferences. In order to eliminate conflicts, it is enough to bring together people who sympathize with each other.

In the 1950s-1960s. 20th century In the West, studies are appearing where the scientific interest of psychologists is directed directly to the conflict. The main approaches are identified and the conceptual apparatus of the psychological theory of conflict is developed. During this period, publications by domestic scientists appeared devoted to the analysis of foreign studies of the conflict.

Supporters of social Darwinism identified society with the organism. During this period, sociological theories of improving the social system arise, where conflict plays an important role. In the works of the English sociologist Herbert Spencer, for example in “Fundamentals of Sociology,” the idea of the universality of conflict was developed. He argued that the struggle for survival, conflicts between individuals and groups contribute to balance in society and ensure the process of social development.

The first domestic publications in which the main object of analysis was the conflict appeared in the early 20s of the 20th century. In them, the problem of conflict is highlighted as an independent one for the first time; the very concept of “conflict” and its derivatives appear in the titles of the works. A bibliographic search made it possible to identify eleven domestic sciences involved in the study of the conflict: military sciences, art history, historical sciences, mathematics, pedagogy, political sciences, jurisprudence, psychology, sociobiology, sociology and philosophy.

Conflictology in the Soviet Union for a long time did not develop. This was due to the “theory of non-conflict” that was dominant in the Soviet period. Under the cover of this theory, the acute conflicts that really existed in the country were hidden and pushed inside. However, it became increasingly difficult to hide the many social conflicts that existed in Soviet society, as over time they became more diverse and acute. Various kinds of collisions manifested themselves in politics, economics, and everyday life. The main one was the conflict between the dominant Soviet and party elite, the nomenklatura and the majority of the people, who with enormous power and spilled out in the early 90s.

However, since the mid-50s, when the theory of conflict became one of the dominant paradigms in Western sociology, the first studies on the problems of social conflict began to appear in Soviet literature. These were studies about conflicts in international relations, in the family and at work. But still, in general, the Western theory of conflict in Soviet literature was assessed sharply negatively. It was qualified as “bourgeois”, “apologetic”, “anti-communist”. It was emphasized that this theory is, on the one hand, an alternative to Marxism, and on the other hand, it opposes some outdated bourgeois concepts.

But in the 80s, some Soviet sociologists were forced to recognize certain achievements of Western conflictology. However, until the beginning of the 90s, there was a clear lack of scientific knowledge about the conflict in Soviet social science, which has not been fully overcome to this day.

The country's universities began teaching conflict management as an academic discipline, mandatory for training specialists in economics, management, law and a number of other specialties. The training of conflict specialists has begun at a number of the country's largest universities, including through the postgraduate system. Cooperation between domestic and foreign scientists has increased, and scientific conferences, seminars, etc. have begun to be held more frequently on this issue. The first scientific periodicals dedicated to social conflicts.

In recent years in Russia, both the theoretical and applied importance of conflictology has increased. To a certain extent, this is caused by socio-economic reforms in the country, the establishment of market relations, in particular, the complication of the relationship between economic partners, the clashing interests of entrepreneurs and economic entities in general, the exacerbation of various kinds of contradictions between producers and consumers of goods and services, inconsistencies in the distribution and consumption of goods , compliance with social guarantees, rights and obligations of citizens. Interest in the problem of conflicts and practical ways to resolve them are also affected by the crisis state of the economy and social sphere, a decrease in moral requirements in society, an increase in social tension in the country.

All modern concepts of conflict contain the assertion that any actions of people, including conflict, are social and in one way or another connected with the social environment. Conflict, its causes, forms of manifestation and methods of resolution are understandable only on the basis of a deep understanding of the nature of society and especially man, the patterns of social relations and interaction of people.

1.2 Types and characteristics of conflicts in the teaching staff

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:

It 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.);

It has a sign of scarcity and the need for its use on the part of both subjects;

It has a relativistic (relative) nature, associated with different subjective assessments of its significance for different subjects;

It can be realistic and unrealistic - one that contains a goal and content in itself (deviant behavior is 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;

Temporal: duration, frequency, repeatability, duration of participation of each subject, time characteristics of each stage;

Socio-spatial: the number and interests of all parties to the conflict.

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

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

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

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 an individual and a group, depending on the parties.

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

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

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

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

Intergroup conflict. This conflict is expressed in the clash of interests of various groups. This type includes conflicts between social groups of the same 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 to resolve them. Thus, at the level of small groups, a factor such as social identification of groups plays a large role in the emergence of intergroup conflict. It is expressed in the formation of a sense of belonging to the troupe, identifying oneself with its other members, creating the quality of “we”, as opposed to “they” or “not-us”. “We” are ours, ours, “they” are others who differ from “us”. Thus, social identification has its reverse side, social differentiation, which contains the possibility of intergroup conflict. Moreover, the grounds for social identification can be very different: economic, sociocultural, racial, etc.

When representatives of 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 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. 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 by some social 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 opposition: 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 reach agreement;

Completion of 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 functions of a leader in resolving conflicts are complicated by an expanded range of planes of their possible occurrence: teacher-teacher, teacher-parent, leader-parent, teacher-child, teacher-specialist, teacher-supervisor, specialist-leader, leader-leader, etc. Moreover, pedagogical the employee 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 interest of a teaching worker” is defined Federal law"On education in the Russian Federation" No. 273 - Federal Law. 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 interests of a teaching worker as a situation in which a teaching worker, in the course of his professional activities, has a personal interest in obtaining material benefit or other advantage and which affects, or may affect, the proper performance of professional duties by the teaching worker due to a contradiction between his personal interest and 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 the teaching staff affect the psychological climate, affect the mood of students and teachers, and their emotional well-being.

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

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

1.3 Conflict management in the teaching staff

By management we mean the interaction of subjects to achieve their goals.

Conflict management in a broad sense involves three main elements of management interaction, distributed across the space of conflict dynamics:

1) prevention, prophylaxis, prevention, conflict resolution;

2) regulation of conflict dynamics;

3) impact on ending the conflict.

Conflict management in the narrow sense is to ensure that the opposing parties to the conflict meet in a place acceptable to them, normalized by a system of rules that ensure the development of a compromise or acceptance, even if reluctantly, of a mutual agreement. As M.M. writes Lebedev, usually in a conflict situation, participants go through three phases from violence to reaching agreement: 1) calming the conflict, stopping the violence; 2) encouraging dialogue; 3) conducting negotiations.

A teaching team can be defined as a group of teachers working together who have common educational goals, the achievement of which is also personally significant for them, and who implement a structure of interpersonal relationships and interactions that contribute to the achievement of common goals.

The variety of reasons that give rise to conflicts also suggests different ways to resolve them. In cases where they are based on objective prerequisites, the best way out is to create normal economic, organizational and information prerequisites for activity. At the same time, the reality is that it is not always possible to achieve a state of affairs where all subjects are satisfied with the actions of the partners, since due to circumstances, it is often necessary to make decisions, choosing the less bad from the worst. According to the study, most conflicts in teaching teams arise due to the tactless attitude of teachers towards each other, although 89% of them consider tactfulness to be a necessary quality for educators. According to the results of a study conducted in Tula, only 61.4% of teachers are completely satisfied with their relationships with colleagues. This indicates a low level of compatibility among members of the teaching staff. In such teams, as a rule, clashes and disagreements arise quite often, sometimes developing into a protracted conflict, the resolution of which the administration spends a lot of time and effort. Further, in teaching teams, the causes of conflict are ill-conceived innovations, unfair assessment of work, shifting other people's responsibilities to the teacher, etc.

Management becomes possible if certain necessary conditions are met. These include: an objective understanding of the conflict as a reality; recognition of the possibility of actively influencing the conflict and turning it into a factor of self-regulation and self-correction of the system; the availability of material, political and spiritual resources, as well as the legal basis for management, the ability of social actors to coordinate their positions and interests, views and orientations.

Conflict resolution is a joint activity of its participants aimed at ending opposition and solving the problem that led to the conflict. Conflict resolution activities include:

1) analysis and identification of the causes of the conflict and its participants;

2) making a decision to intervene in a conflict, taking into account its outcome;

3) implementation of the decision made.

The essence of conflict resolution is to influence its causes and participants. 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), the positions that they defended in the conflict. Often, conflict resolution is based on changing the opponents’ attitude towards the object of the conflict or towards each other

Conflict resolution should be distinguished from its suppression, that is, the violent elimination of one or both parties without eliminating the causes and subject of confrontation. “To the extent that social conflicts,” emphasizes R. Dahrendorf, “are attempted to be suppressed, their potential malignancy increases.”

During conflict resolution, the following are analyzed:

The sources of the conflict are its historical, economic, social, national, religious background; subjective or objective experiences of the parties, moral, humanitarian aspects; depth of the conflict: contradiction of opinions, positions or complete confrontation;

- “biography” of the conflict, i.e. its history and the background against which it progressed; the growth of the conflict, the chosen methods of “struggle”, crises and turning points in its development; victims and other consequences of the conflict;

Parties to the conflict - individuals, groups (depending on the actual number of real forces and participants, the level of complexity of the conflict is determined);

Positions and relationships of the parties - formal and informal, general and private; interdependence of the positions of different participants and the scale of relations; the roles of various groups and individuals in the conflict; the nature of personal relationships between opponents;

Attitude to the conflict: do the parties seek to resolve the conflict; want to solve it themselves or rely on external factors impact.

The problem of people's behavior in a conflict situation and strategies for resolving contradictions have been of interest to researchers for quite a long time. Thus, M. Follett pointed out three ways to resolve a conflict situation: through the dominance of one of the parties over the other; through compromise, meaning concessions on both sides; through integration, when a solution is found in which both desires are fulfilled.

Most in an efficient way Conflict interaction is considered by modern researchers to be conflict mediation. This method of conflict resolution requires special knowledge from those implementing it and includes, as one of the stages, the opponents’ awareness of their subjective position and the affect associated with the presence of a difficult contradiction, which is a necessary condition for successfully overcoming the contradiction. Mediation technology is part of the holistic personnel management structure of many large corporations and, due to its versatility, can be successfully used in resolving all types of conflicts.

In essence, the so-called objectification of the conflict turns out to be very close to mediation, i.e. its step-by-step joint analysis carried out by the conflicting parties. By objectifying the conflict, we prevent the escalation of a business conflict into an interpersonal one.

Interpersonal methods of conflict management involve the choice of a certain style of behavior in a conflict situation. In the course of resolving this situation, participants can choose one of the behavioral styles identified by K. Thomas: avoidance, competition, cooperation, adaptation, compromise. The basis of this classification is determined by the following parameters: the degree of realization of one’s own interests, the achievement of one’s actions and the level of consideration of the interests of others, the willingness to cooperate to satisfy them.

Avoidance is avoidance of conflict, lack of desire to cooperate, to defend one’s position.

Rivalry is an active participation in a conflict, a struggle to defend one’s interests, an unwillingness to cooperate with anyone to resolve a difficult situation.

Cooperation is active participation in finding a solution that satisfies all parties to the conflict, coordinating one’s own interests with the interests of other people.

Adaptation - a person’s actions in a conflict situation are aimed at maintaining or restoring favorable relations with opponents by abandoning their own interests.

Compromise is the search for solutions to a conflict situation through mutual concessions, developing a solution that suits all parties involved. Compromise compared to cooperation is a more superficial approach, since most often it allows us to achieve a temporary truce and develop an intermediate solution.

Negotiation method. Negotiations as a method of conflict resolution are a set of techniques aimed at developing mutually acceptable solutions for opposing parties. The negotiation process involves the implementation of the following stages:

1) preparation of negotiations - a meeting with each party, a preliminary assessment of the conflict situation, development of a negotiation strategy;

2) negotiations - involving the parties to the conflict to discuss possible options for resolving the situation, listening to each party in turn - jointly and separately, identifying their interests and proposals, putting forward alternatives for resolving the problem, working with the emotional side of the conflict, developing possible mutual concessions;

3) completion - making a decision to resolve a conflict situation, checking its reality and concluding a “truce” between the two sides, developing measures to prevent a “post-conflict”.

Experience in conflict management by a third party can be summarized in a certain algorithm - the “17 steps” system (according to A. Antsupov). The proposed sequence of actions can be refined based on the specifics of the situation.

1st step. Present a general picture of the conflict and determine its essence, based on an analysis of the information that you currently have. Assess the positions and hidden interests of both parties.

2nd step. Talk to one of your opponents, whose position at the moment seems more justified to you. Find out about his point of view on the causes of the conflict, what he wants to achieve and what he fears. Establish his opinion about the main interests and concerns of the second opponent.

3rd step. Be sure to talk with the second opponent.

4th step. Talk about the causes and nature of the conflict with the friends of the first opponent. They will provide more objective information about their friend's interests and concerns. In the future, they can also help in resolving the conflict.

5th step. Talk about the reasons, nature and method of resolving the conflict with the friends of the second opponent.

6th step. Discuss the reasons, methods of resolution and prospects with the informal leaders of the team.

7th step. If necessary, discuss the problem with the leaders of both opponents.

8th step. Understand main reason conflict and imagine that the conflict involves not these specific participants, but abstract people.

9th step. Identify subconscious motives hidden behind external reasons. Accurately understand the hidden content of the conflict.

10th step. Determine what each of your opponents is right and what they are wrong. Support them in what they are right about and point out the weak points in each person’s position.

11th step. Assess the best, worst, and most likely scenarios. Determine whether it is possible for the parties to reach a compromise themselves.

12th step. Assess the possible hidden, delayed and future consequences of your intervention in the conflict, so as not to turn into the enemy of one of your opponents.

13th step. Think over and develop a maximum program. Prepare 3-4 options for proposals for joint actions to implement this program to opponents.

14th step. Think over and develop a minimum program. Prepare 3-4 options for proposals for joint actions to implement this program to opponents.

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