Abstract:

The purpose of this research is to examine the conflicts experienced by teachers descriptively, based on the definitions of the conflict concept in the literature. The research will be useful for teachers, educational administrators, and politicians. The research was carried out using a survey method, which is a tool that can be used for both quantitative and qualitative measurements and analyses. A total of 140 teachers participated in the research, of whom 94 were female, 46 were male, 26 were in the age range of 22-30, 75 were in the age range of 31-45, and 39 were over 45 years old. Of the participating teachers, 18 were single and 122 were married. 48 teachers work in primary schools, 54 teachers work in middle schools, 32 teachers work in high schools, and 6 teachers work in other educational institutions. The findings of the research are determined by determining the frequency of conflict experienced by teachers, with whom the conflict is most commonly experienced, classification of conflicts, conflict resolution strategies, and how professional motivation is affected by this situation. As a result of the research, it was found that conflicts are generally perceived negatively by teachers and that the majority of them are experienced with school administrations. At the same time, it was determined that the frequency of conflicts in schools is quite high and that it reduces teachers' motivation. It is recommended that the reasons for conflicts between school administrations and teachers be analyzed and preventive policies be developed, parental approaches that invade teachers' professional boundaries be prevented, teachers' professionalization be supported and strengthened legally.

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