Investigating the Teachers’ Practices Regarding Classroom Conflict Management at Federal Government Educational Institutions

Dr. Muhammad Shabbir; Dr. Muhammad Iqbal; Dr. Shumaila Mahmood

doi:10.36902/sjesr-vol4-iss1-2021(9-14)

Dr. Muhammad Shabbir Assistant Professor. Government College University Faisalabad
Dr. Muhammad Iqbal Assistant Professor, University of Education, Lahore
Dr. Shumaila Mahmood Assistant Professor, University of Education, Lahore

DOI: https://doi.org/10.36902/sjesr-vol4-iss1-2021(9-14)

Keywords: Classroom Conflict, Conflict Management, FGEI’s, Conflict Resolution

Abstract

This study is aimed to investigate the teachers’ practices regarding classroom conflict management at Federal Government Educational Institutions (Cants/Garrisons) – FGEI’s (C/G). This was quantitative research that has been conducted under the Positivist paradigm. All the Elementary School teachers at FGEI’s (C/G) were the population for this study. However, 150 male and 150 female teachers have been selected conveniently. The data were collected by using the survey method. The instrument was developed by the researchers for this study. The survey questionnaire was a 5 point Likert rating scale ranging from Strongly Disagree to Strongly Agree. There were 30 items on this scale. Descriptive statistics (frequency and percentage) have been used to analyze the data regarding the demographic detail whereas the Mann Whitney U test has been applied to the data so to find out the difference among the teachers’ practices regarding classroom conflicts based on their gender. It is concluded that the teachers deal with “Interpersonal Conflicts” and “Organizational Conflict” appropriately. As far as it is concerned with the teachers’ practices regarding “Conflict Management”, they deal with the conflicts properly for resolving and managing them. However, it is revealed that the teachers remain failed to observe the others’ self-respect while posing their stance. They also drag the debates instead of resolving the conflicts and also become autocratic while stating their stance regarding the conflict. On the other hand, there is a significant difference found between male and female teachers’ practices regarding classroom conflict management.