Attitudes of high school teachers perceived as effective of ineffective managers of student/teacher conflicts

A questionnaire containing sixty (60) items was used to determine teacher attitudes and perceptions for each of the variables. A t-test was used to determine if significant differences existed between the two groups with regard to the responses. The level of significance was established at .05.

There were significant differences in the responses to two of the variables: personal identity and trust. With regard to the variable trust, the effective teachers revealed a significantly higher degree of confidence in the skills and abilities of students. With regard to the variable identity, the effective teachers revealed a more positive self-concept than did the ineffective teachers.

A chi square test revealed significant differences in the responses of effective and ineffective teachers and their building administrators. Only four of the 102 teachers classified as ineffective managers of student/teacher conflicts by their building administrators rated their abilities as ineffective. In all, 88.2 percent of both groups of teachers rated their skills in managing student/teacher conflicts as effective.

The study concludes that trust in students and positive self-concepts by teachers are two of the most important elements required for the successful management of student/teacher conflicts.