Interpersonal Conflict Management Strategies Selected by Childcare Teachers

보육교사들이 선택한 갈등관리전략

  • 백은영 (숙명여자대학교 아동복지학과) ;
  • 서영숙 (숙명여자대학교 아동복지학과)
  • Published : 2012.02.29

Abstract

This study observed co-worker's conflict situations and interpersonal conflict management strategies from 5 teacher's conversations and informal gatherings in a new born child classroom. Taxonomic analysis, Domain analysis, and Componential analysis(Spradley, 1980) were used to analyze co-worker's conflict situations, and Styles of Handling Interpersonal Conflict(Rahim, 1983) were used to analyze the child care teachers' interpersonal conflict management strategies. The findings of this study were as follows: First, child care teachers experience conflict. The causes of conflict were to do their best, to protect the right of teachers, and to work jointly. Second, Dominating conflict management strategy was used when a cook wouldn't provide teacher's snacks or adopt a teacher's suggestion about methods of providing snacks. Avoiding conflict management strategy was used when a cleaner asked for help or a supervisor asked for extra work. Integrating conflict management strategy was used when infant care teachers suggested ways to go on a vacation. Obliging conflict management strategy was used when teachers followed the principal's directions to sit in and observe another teacher's classroom. Compromising conflict management strategy was used when infant care teachers suggested ways to clean up a play room together.

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