The relationship between conflict management style of teachers and the quality of teacher-student relationship in elementary public schools

Abstract

This study explored the relationship between the conflict management style of elementary teachers and the quality of teacher-student relationship in four public schools in North of Lebanon. A mixed method research, including two questionnaires and one interview, was conducted. Seventy five teachers from grade 1 to grade 4 participated in the study. The Thomas-Kilmann Instrument (TKI) was used to measure teachers’ conflict management style and the Student-Teacher Relationship Scale, Short Form (STRS-SF) to assess the quality of the teacher-student relationship. After the respondents answered the interview, data were collected and statistics including Chi Square Tests and one way ANOVA were performed. The results showed that each of the five conflict management styles (Competing, Collaborating, Compromising, Avoiding, and Accommodating) significantly differs in terms of closeness and conflict in the teacher-student relationship. In addition, the collaborating style was proved to be the most appropriate one since it had the highest percentage in closeness. Moreover, factors including teachers’ age, level of education and years of experience were also tested and interpreted in relation to the quality of teacher-student relationship. Finally, recommendations for improving the teachers-student relationship were made.