Conflict Management Strategies Adopted By Teachers Of Special Education Schools: An Exploratory Study

Main Article Content

Sidra Kiran, Wajid Mahnaz, Syeda Itrat Imtiyaz Bukhari, Muhammad Ahmed, Syed Zulfiqar Haider Shah, Quratul Ain


The origin of conflict concept is equivalent to the history of humanity. The occurrence of conflicts in every environment in which human is present appears to us as normal. The study was aimed at “conflict management strategies adopted by teachers of special education schools”. Main objectives of the study were (1) to identify types of conflicts occurring in school according to perceptions and views of teachers and (2) to explore views of teachers about resolution strategies used for conflicts management. Sample of the study comprised of 60 teachers from special education institutions in district Attock. Simple random sampling technique was used for collecting of data. The population of the study was all special education institutions of district Attock. Questionnaire was used as a research instrument. Data was collected through questionnaire. Questionnaire was developed on five likert point scale i,e Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree and consist of 18 items. The reliability of the instrument was found by applying Cronbach’s Alpha formula. According to the research findings, Value Conflict were mostly exists in the teachers of special education institute. Most of the teachers strongly agreed to use accommodating conflict management strategy in their institute.  The strategies for conflict solution usedby the teachers vary according to school shareholders in which they experience conflict. Furthermore, findings have been obtained regarding that there is not any common management policy in the school.  However, most of the teachers showed tendency to use accommodating conflict management strategy in their institutes. Finding of the study also showed that most of the teachers of special education schools are fresh graduates, having teaching experience from 1 to 10 years. Hence it is recommended that their teaching and management skills must be developed by using regular training programs, So that they should be able to manage and improve the teaching learning environment of the institutes.

Article Details