Özet:

In this study, it is aimed to reveal the causes of intergenerational conflict among teachers in secondary schools, their effects on individuals and conflict resolution methods. The research was carried out with the case study method of qualitative research and the data were collected by semi-structured interview technique. The participants of the research were19 teachers working in public/state secondary schools. In line with the findings obtained as a result of the research, it is seen that there are differences in the attitudes of generations towards innovations, differences in educational understandings and differences in discipline understanding as the causes of conflicts among teachers from different generations in secondary school. It has been determined that these conflicts among secondary school teachers have positive and negative effects As positive effects, it is seen that it provides learning from different generations, and İmproves professional development and increases motivation between generations. As negative effects, it is concluded that the teachers are more upset, the working efficiency decreased and it causes low motivation. Finally, it is stated that teachers' intergenerational conflict resolution methods differ according to generations; It has been determined that problem solving, domination, avoidance and compromise methods are preferred. As a result of the research, the importance of organizing social activities that will enable different generations to learn from each other in order to increase the positive effects of intergenerational conflict in secondary schools and to improve intergenerational communication, and to prefer problem solving method in order to manage conflicts and provide benefits have been emphasized.

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