CLASSROOM CONFLICT MANAGEMENT AND SECONDARY TEACHERS' JOB SATISFACTION

Abstract

The purpose of this investigation was to study the relationship between the secondary school teachers' preferred mode of handling conflict and their level of job satisfaction, and specifically, to answer the following questions: (1) Is there a relationship between a teachers' level of job satisfaction and that teachers' preference for a specific mode of conflict management? (2) Is there a relationship between gender and level of job satisfaction? (3) Is there a relationship between gender and preference for a specific mode of conflict management?;The sample consisted of 249 secondary school classroom teachers employed in an urban/suburban school district in Westchester County. Data were collected using a demographic questionnaire and two scaled instruments: (1) Thomas-Kilmann Management of Differences Exercise (MODE), which measured preference for a specified mode of handling conflict. (2) Brayfield-Rothe Job Satisfaction Index (JSI), which measured level of job satisfaction.;Statistical analyses were carried out to test each hypothesis in null form. Kruskal-Wallis, Mann-Whitney and chi-square procedures were used as the data were below interval level.;No conjectures concerning relationship between choice of conflict management mode and job satisfaction, gender, age or experience were supported as stated. The only significant finding was exactly opposite what was conjectured, i.e. that male teachers who prefer the collaborating mode of conflict management had significantly greater levels of job satisfaction than female teachers who prefer the collaborating mode of conflict management. There were, however, a number of trends noted. Additionally, the findings of supplementary analyses suggest interactions among the variables.;The findings of this study are highly suggestive of directions for further study; these are discussed as are implications for education.