Conflict in the school Systems

School conflicts The most serious reason of school conflicts is the different outlook, different views on the essence and the tasks of upbringing and education that is called conflict of values. The most widespread form of school conflict of values is the conflict between the education values, which parents are oriented on, and the values of a school or a certain teacher. For example, parents are oriented on the tough model of upbringing. They want their child to be first of all obedient, but the teacher values high the child’s creativity. This conflict of values will serve as the constant source of conflicts, which will manifested in every possible way. It is possible that parents will be ready to accept the democratic model of school education, but at the same time they will express dissatisfaction with different concrete things (Robinson, 2000). Or, on the contrary, parents may consider the main task of school education to be the development of children’s love for freedom, in the development of their personal potential, realization of their creative abilities, but the school offers the system of tough routine study. The conflict of values can occur between a teacher and school administration or between children, especially in the high school (Richmon, 2005).
The conflict of values is the conflict, which can’t be resolved by any psychological means. The conflict of values is the controversy which can’t be resolved in open confrontation as every person has a right for his/her own hierarchy of values. In resolution of conflicts of values much depends on the school leaders. Some researches find the way out in values based leadership model “values and conflict will continue to remain contentious issues of challenge for administrators but the adoption of a values based leadership model could assist school leaders to succinctly define the realities of their very complex role despite the challenges. The values-based model has tremendous potential and possibilities to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations to become the new standard of successful and meaningful leadership practice” (Zupan, 2012, p. 184). Certainly, the discussion of various values is necessary, but if it is impossible, the only way out is to organize the collaboration of people with the same values. It is necessary the parents should have the opportunity to appear in school where there are teachers with the same values. Teachers’ staff should also consist of people who are close to each other by values. It will help decrease the risk of conflicts’ occurrence (Richmon, 2004).
Richmon, M. (2004). Values in educational administration: Them’s fighting words!
International Journal of Leadership in Education, 7(4), 339-356.
Richmon, M. (2005). The Value Impress: Toward a Normative Account of Educational
Administration. Unpublished doctoral dissertation, University of Toronto,
Toronto, ON.
Robinson, G.D. (2000). Administrator Views of, and Strategies for Dealing with
Conflicts Involving New Canadians. Unpublished doctoral dissertation,
University of Toronto, Toronto, ON.
Zupan, Krista A. (2012). Values, Conflicts &amp. Value Conflict Resolution: An Investigation of the Experiences of Educational Administrators. University of Toronto